Documents to Study for Paper 1: studying this OUTLINE IOC outline that breaks down the Big 5 and what to write aboutwebsite for effective transition words and phrases words to describe tone Break down of Paper 1 Essay exam:5 minutes - read through all texts and choose set to analyze35 minutes - analyze the texts, take notes on Big 5, compare and contrast two texts, create your outline based on the Big 570 minutes - write your essay10 minutes - final edit/look over April 21, 20171. Think, Pair, Share on Fishbowl Question 2:Literary works often show the conflicts and problems of a society. To what degree do you find this to be true in at least two of the works you have studied? 2. Fishbowl formatted discussion of both Paper 2 questions (the other was discussed in pairs on Wednesday).3. Hand back and go over Paper 1 mock exams.4. Paper 1 mock exam debrief and review. April 19, 20171. Miss Kerry hands back Paper 2 mock. Go over Miss Kerry's comments and fix any mistakes or add any information Miss Kerry commented on.2. While we are editing our Paper 2s, we will meet with Miss Kerry individually to discuss our essays.3. Review content of the three novels.4. Fishbowl Discussion Format of Paper 2 practice utilizing the following Paper 2 questions.
Context – historical, cultural or social – can determine the meanings of a text. Discuss with reference to at least two of the works you have studied.
Literary works often show the conflicts and problems of a society. To what degree do you find this to be true in at least two of the works you have studied?
April 21, 2016
1. Paper 2 Practice!
2. Review of content of the three novels.
3. Share outlines from yesterday's class: Fishbowl Discussion #3 - Paper 2: Context – historical, cultural or social – can determine the meanings of a text. Discuss with reference to at least two of the works you have studied. 3. Create an outline for this question:Fishbowl Discussion #4 - Paper 2: Literary works often show the conflicts and problems of a society. To what degree do you find this to be true in at least two of the works you have studied?
4. Review the following to help study for Paper 2: March 22, 20171. Debrief mock: what went well and what do you feel like you need to work on (entry card).2. Discuss "Ask an Older Kid Panel" activity.3. Harm Reduction Role Play Wellness Workshop. March 20, 2017Paper 1 Mock from 10:55a-12:55p March 17, 20171. Today we will have our Healthy Relationships Workshop with Carolyn Herman.Homework:* Study your Paper 1 Outline in preparation for your Paper 1 Mock from 10:55a-12:55p on Monday. March 15, 2017 1. This Friday we will have the Healthy Relationships Workshop with Carolyn Herman. 2. Your Paper 1 Mock will be on Monday, March 20th from 11am-1pm. 3. Write down remaining questions/concerns on the board regarding Paper 1. Miss Kerry will go over.4. Find the person who analyzed the same two texts as you on Monday. Discuss what you wrote and textual examples you used for each of the Big 5. Add any information to your outline that you feel as though you are missing.5. Now meet with a partner who analyzed two different texts from you. Share and discuss the texts you analyzed and the information and quotes/evidence in the texts you filled out in the outline.Homework:* continue studying for mock on Monday by studying this OUTLINE March 13, 2017
1. Students share changes and updates to their outlines from Friday's class.
2. Students work individually with a new textual pairing (previous IB exams) and fill out the Paper 1 fill in outline guide.
Homework:
Complete step #2 for Wednesday
March 10, 2017
1. Meet with your partner to finalize your outlines.
2. Present your outline/format options to the class, explaining what you would discuss in your essay if you were to compare/contrast these two texts for your Paper 1 Exam.
Example: Miss Kerry's and Swans's Outline
How would you analyze/tackle comparing and contrasting these two texts - discuss in groups that picked the same texts as you3. In pairs, make an outline for Paper 1 comparing and contrasting the two texts: you can use the outline above to organize what you are comparing and contrasting.
Preparing for paper 1
Paper 1 is one of two examination papers that are set and marked externally, and it counts for 25% of the total mark. This paper is designed to allow students to demonstrate their competency in textual analysis, and at HL that analysis must be comparative.
Paper 1 addresses each of the assessment objectives and the aims of the language A: language and literature course (as published in the subject guide, February 2011). Paper 1 depends heavily on all the skills shaped throughout the entire course. As such, it is imperative that teachers keep paper 1 in mind at all times and integrate into each section of the course the teaching of skills needed to analyse a variety of text types:
the skills of organization and critical thinking, and
the skills of effective and correct use of written language.
Paper 1—HL
At HL the students will be given two pairs of previously unseen texts and will be asked to choose one pair for comparative analysis. The pair could include two non-literary texts, or a literary text and a non-literary text, but will never include two literary texts. Each pair will be linked in some way that invites a discussion of similarities and differences. The link could be thematic, related to audience, to intent, genre features, or narrative stance. The students will be asked to compare the texts in the pair that they have chosen, citing the similarities and differences with regard to audience, purpose, content, contexts and the use of literary and linguistic devices.
The texts may be:
complete pieces of writing
extracts from longer pieces, or
a combination of both of the above.
One of the pairs may include a visual text, with or without written text. Possible texts types are included in the subject guide. The students must construct a comparative analysis in which they comment on the similarities and differences between the two texts in a fashion that gives equal attention to both texts. Supportive examples from the two texts should be integrated into the response, and the examples should be clearly discussed in terms of the effects they produce. The response should be written in clear, accurate and effective language.
Writing skills
When preparing for paper 1, it is clear that writing skills will need to be developed over the two years of the course and that the shaping of an analytical argument will need to be practised. HL teachers will need to focus on the comparative essay as this is a type of essay that many students struggle to do well. There seem to be three possibilities in structuring the comparative essay:
to discuss text a, then text b, comparing by referring back to text a as text b is analysed
to break the argument into a number of related comparative points and then alternate paragraphs between texts, discussing these points in relation to each text in turn, or
to synthesize ideas, making each paragraph of the essay an analysis of a single comparison between the texts.
Each style of comparative essay has its advantages and its drawbacks, and each student will need to select the style they feel most comfortable using. Teachers may want students to try the various approaches and see which one works best for them. Ultimately, the students must show understanding and analysis of each text in a manner that clearly critiques their similarities and differences and does so in a balanced fashion.
Textual analysis
Since paper 1 is open to a variety of text types, the skills of analysis can be built into any study unit. Oral activities can be an efficient way to incorporate a variety of approaches to textual analysis. Please note that many of the activities offered in the appendices of this document suggest routes by which critical thinking can be established and close study of various text types accomplished.
PAPER 1 FAQs
What part of the syllabus does paper 1 cover?
Since paper 1 is based on unseen texts, it is not based on any one part of the syllabus. The skills that students need in order to sit this paper need to be taught throughout the entirety of the course. The teaching of a variety of text types—helping students look closely at the individual aspects of the text and how they influence meaning, and exploring how reasonable assumptions regarding context might be made from various textual clues—is essential to success in this assessment.
Could the text types that appear in paper 1 be ones not studied in my class?
Yes, it is possible that the student may not have encountered the text type, or even types, offered in the paper. Therefore, it is extremely important that, as well as teaching students to analyse and produce a wide range of text types, teachers teach the skills of analysis in such a manner that students can apply them to any situation.
Could the text type be visual?
Yes, visual texts are to be expected. At SL the visual text will always include some written text as well. At HL one of the paired texts could be totally visual.
What elements of context might students be expected to observe?
Students should be able to determine purpose and intended audience and perhaps issues of time and place. Provenance for all texts will be given. Students should be able to spot ideological positions and forms of bias regarding topics such as gender, power, ethnicity. Elements that manipulate the reader (satire, persuasion, jargon) should be noted as well.
Will the paired texts at HL be linked?
Yes, the pairing will have some evident point of comparison such as the intended audience, the intent of the texts, a topic or thematic point, a narrative stance, features of a genre.
Will literary texts be used in paper 1?
Literary texts will not be used on the SL paper, but could form part of a pairing for HL.
What sort of text types could be found on the HL paper?
The HL paper could have any of the texts types offered above, as well as a variety of literary text types (poem, extract from play, novel or short story) or visual texts such as a press photograph or cartoon, to mention only a few.
When should my students begin practising for paper 1?
Practice for paper 1 will begin early in the course. Each time a new text type is introduced the students will need to learn how to analyse that text. This analysis is likely to come first through directed class discussion as the students begin to look closely at, say, a cartoon, an advertisement, a newspaper article, or listen to a speech. Debates are an excellent forum for engendering analysis and for establishing personal context. Students should then be asked to discuss their texts in writing, perhaps examining only one or two aspects at first and then gradually expanding into a more thorough analysis. Even in the first year HL students should begin to compare and contrast texts with regard to the structure, style and techniques that are employed to shape meaning.
How should I instruct my HL students to write a comparative essay?
Any format is acceptable and teachers may need to offer a variety of plans as one plan may not suit every student or every set of texts. However, students need to be aware that "comparative analysis" means an analysis of both similarities and differences and that the treatment of the two texts must be "balanced", meaning that the two texts receive equal treatment.
What is meant by "stylistic features" in criterion B of the assessment criteria?
Stylistic features include any techniques employed by writers or creators of texts. For example, a visual text may "foreground" a particular object, use contrast of lights and darks, position objects so as to move the eye in a particular way, or offer emotional appeal. Written texts may make use of literary devices, rhetorical devices, tone, techniques of persuasion, structures such as outlines or paragraphs, graphics, a variety of fonts. What is essential is that students not only note various stylistic features, but also explore their effects on the reader.
March 3, 2017Be sure to eat breakfast before the mock!1. 9:15am - Mock begins2. 11:25am - Mock endsExtended Lunch: 11:25-12:25pm March 1, 20171. Chirripo Training: hill sprints and tabata workout.2. Study for Paper 2 Mock Exam on Friday. February 27, 20171. Debrief mocky mocks from Paper 2.2. Miss Kerry hands back mocky mocks; students go over and ask questions about Miss Kerry's comments.3. Students add information, conclusions, etc. to their mocky mocks that they feel they are missing.4. Go over the Paper 2 rubric.4. Utilizing the Paper 2 rubric, assess yourself on your mocky mock.5. Answer any final Paper 2 questions before Friday's mock.6. Answer Chirripo questions. February 24, 2017 Your Mock is scheduled for 9:15am on Friday, March 3rd. 1. Practice writing introductions and conclusions based on the outline mocks from Wednesday's class.
2. Let's write introductions (and a refresher on body paragraphs) with help from this outline.
3. Let's write conclusions with help from the conclusion explanation in this outline (Paper 2 Outline Activity). 4. Check out this website for effective transition words and phrases. Write down transition words you would like to utilize in your essay.
5. Break down of Paper 2 Essay exam:
10 minutes - read and choose a question
30 minutes - create a thesis, main points, and a general outline
70 minutes - write your essay
10 minutes - final edit/look over
6. Final Paper 2 questions/discussion.
February 25, 2016
1. Speed dating to discuss our chosen questions, books, theses, and main points from Wednesday's class.
2. Final questions/concerns/tips regarding Paper 2 mock
3. Tabata/Stretching workout
Homework:
prepare for Paper 2 mock on Monday
February 22, 2017 1. Present outlines on Paper 2 Questions.
February 20, 2017 1. Rotate and discuss Paper 2 Context Handout with your peers to finish filling in yours.
2. Individually, read over the following 6 questions from a Pervious Paper 2 Exam. Go over each question as a class and pick apart what you could write about for each question.
3. Choose one question you would like to answer and fill out the Paper 2 Outline Activity based on what you would write for your essay.
Homework:
present these outlines on Wednesday
February 17, 2017 1. Go over Paper 2 requirements explanation written under February 10th class.
2. Go over Thematic Lens document from Monday's Class (Miss Kerry checks homework). Discuss, share and present.
3. To prepare for Paper 2, engage in Paper 2 Contexts Activity.
February 15, 2017 Guest Lecturer, Mark Dinning, on Microprocessing and College Admissions. (English Room: 1:50-3p)
document to help you prepare for both Papers 1 & 2. Choose 5 terms you believe to be useful to you and make a poster of them that we can hang in the room: the poster should include the term and an example of what it might look like in a text.
2. Study our Paper 2 Organizer and add any additional information from MacBeth (in groups of 2-3).
3. Check out the sample for Paper 2:
4. Fill out
4. Paper 2 requires students to answer one of six questions in a way that reflects their own achievement of the learning outcomes for part 3 of the course (see the subject guide and “Syllabus requirements: Parts 1–4” in this document). They will be expected to discuss at least two of the texts studied in part 3, paying particular attention to the creation of meaning in those texts via:
literary devices
historical context
critical reception.
Students should also be aware that there is yet another way in which the meaning of the text is created—and it is literally in the room with them:
personal context.
Teachers should use the class time to reinforce these aspects of the particular texts. In this section we will look at each “skill set” individually, as well as focusing on ways in which all four may be combined in the classroom. Literary devices
Perhaps the most logical—or at least the most comfortable—place for teachers to start this preparation will be through the “traditional” study of literary devices employed by authors to create and convey meaning. This would involve the close reading of texts while paying attention to devices such as imagery, metaphor, symbolism, structure and diction. Students should be encouraged to connect the devices they see to the meaning that is created by those devices. Make sure that they understand that no device exists without a corresponding effect—if students name one, they must name the other. This “device–effect” link may seem simplistic at first, but it can actually yield exciting and revelatory results, especially if the students are accustomed to simply compiling a “laundry list” of poetic devices without ever being asked to describe the influence that those devices have on their understanding of the work.
How does the recurrence of the “s” sound in “The Tide Rises, the Tide Falls” reinforce the meaning of Longfellow’s poem?
How do humour and allusion work in “The History Teacher” to convey what Billy Collins truly means to get across to his reader in this deceptively humorous poem?
Historical context
The meanings of a literary work may shift and change over time, but it is still important to examine that work in the light of the social and historical background against which it was created. A literature class is not meant to substitute for a history class, yet students must be trained to understand the importance of the time and place of a work’s production and publication. While exercises that focus on literary devices stress a close reading of a text with no real acknowledgment of the work’s historical setting, this is a chance to open up the exploratory possibilities of the classroom and allow students to incorporate their own historical knowledge and research into their construction of the meaning of a work. Critical reception
One of the most esoteric ways of approaching textual analysis, at least to most students, will involve the examination of the critical reception of a work. This is where the teacher must play the most active role in the classroom, as students are not only unaccustomed to dealing with actual literary criticism and theory, but are also unaware of the very means by which this information can be found. Teachers are encouraged to make sure that critical theory is seen by the students as yet another “lens” through which a text can be viewed, and not as the “correct” reading in any way. In fact, one goal of the course is to allow students to understand the way in which a critical viewpoint is influenced by the historical and cultural context and that their own consideration of the work constitutes, in a way, yet another “criticism” of the text.
The classroom should not be a place where numerous and confusing critical theories are thrown about in an attempt to broaden the horizons of the students. Indeed, the teacher should try to minimize confusion by presenting, for the most part, established and accessible lines of critical inquiry. Students often respond well to writings based on:
Marxist theory (in which economics and labour are brought to the forefront)
feminist theory (in which readers pay close attention to the expectations and roles of males and females in a work)
psychological theory (somewhat less credible—but still intriguing—in which the actions and motivations of characters are discussed from a psychoanalytic perspective).
Of course, each teacher should be free to introduce other ways in which critical theory may be used to open up a text based on the needs and abilities of the students in the class. Personal context
Every reader brings with him or her a set of values, beliefs and life experiences that shape the ways in which a text is interpreted or understood. Students must be taught to both value this particular way of seeing a work and to articulate this viewpoint in a useful and intelligent fashion.
Perhaps one of the best ways to approach this particular aspect of the course is to revisit texts that have already been discussed in the classroom, with a new emphasis on personal readings and the ways in which the meanings of the works may have been shaped differently, depending on the reader. This is a rich source of possibilities, as readers may bring their ideas on topics such as marriage, suicide, parental obligations and duties in society into their own readings of the text. Again, students must be taught to value these different readings, but also to understand where they fit in the overall process of “making meaning” and how important it is to be able to identify and articulate these particular interpretations of a work.
How may readers’ differing opinions on morality—and the ways in which a “moral compass” can (or should) be passed on to children—shape the meaning of Sheenagh Pugh’s “The Beautiful Lie”?
Is it possible that female readers of “Huswifery” may be seeing different themes or points of interest than their male counterparts?
Note: Activity 7, available in the appendices to this document (appendix 3), offers a way to bring the various analytical approaches together. Final thoughts on preparation
Though teachers are certainly free to work with any texts as they prepare for paper 2, it is essential that these kinds of exercises are done with the part 3 texts, ensuring full preparation for that part of the exam. However, teachers should not simply “teach to the test”; by focusing on the skills involved in this particular assessment, teachers can push students to be stronger and more critical thinkers and writers about all literature (these are also skills that come into play for the oral assessment of part 4 as well).
Ideally, preparation for paper 2 should be an organic part of the entire course, not restricted to a particular section of the course or to the literary texts studied for part 3. The strategies and approaches listed above can be incorporated into all four parts of the syllabus in one form or another—indeed, by the time the explicit preparation for paper 2 begins in class, these approaches may be standard procedure in the classroom. Other methods of preparation for paper 2
As the exam approaches, there are other, less time-intensive ways in which a teacher can prepare students. These include, but are not limited to, the following.
Create a workable and clear strategy that keeps students focused on the meaning of a text.
Practise with sample questions, including discussions of which part 3 texts work best with each question (and which may be “unworkable”).
Practise writing well-structured responses to paper 2 sample questions. Keep in mind the following issues.
How can one incorporate personal response into a literary exploration?
How can one strike a balance between all the possible ways of discussing how meaning is created in a work?
How can a response that incorporates a discussion of numerous approaches to a text stay focused?
These are crucial issues that need to be addressed in both a large group and on a one-to-one basis.
Practise creating introductory paragraphs or outlines for potential essay questions, allowing for a discussion of text selection, focus and organization without sacrificing instructional time in favour of writing time.
February 8, 2017 1. MacBeth final Fishbowl Discussion.
2. Speed dating to share and finalize graphic organizers.
3. Fill out Paper 2 Study Guide for MacBeth in pairs.
February 6, 2017
1. Finish reading MacBeth
2. Finish filling out Graphic Organizers 3. Individually fill out the following MacBeth analysis document (make sure to copy the google doc to create your own). Homework:* On Wednesday we will engage in a fishbowl discussion based on our MB analysis document February 3, 2017 1. Finish watching: Act IV; Scenes 2 & 3: https://www.youtube.com/watch?v=HPXeYi44TNk 2. In three groups, write synopses of Act 4; Scenes 1, 2 & 3 (each group will be assigned one scene): write your synopsis on the board.
3. Read Act V: continue filling out and adding to your graphic organizer based on these new Acts.
4. "Out damned spot" section (Lady Macbeth losing her mind): https://www.youtube.com/watch?v=9dgbbtUbgcM Homework:
finish reading MacBeth
finish filling out Graphic Organizers
February 1, 2017
1. Finish Warm Fuzzies Activity.
2. Act III Stations Reflections (10 minutes at each station): Please remember to only focus on Act III when answering the following prompts. Station 1: Writing Prompt: Discuss the relationship between Macbeth and Banquo. Is it based on genuine respect and friendship at the beginning of the play? How is it affected by the prophecies of the witches? Does Banquo ever doubt Macbeth’s loyalty to his country, king, and fellow soldiers? What other factors contribute to their increasing distrust of one another? Find evidence in the text to support your answers. Station 2: Writing Prompt: In this scene, Macbeth is discussing hiding his true self. This same idea is expressed several times in the play as wearing “masks.” Describe a time when you weren’t yourself. What was the result? Is there ever a situation where it’s good to be a little deceptive or hide your true self/intentions? Station 3: Writing Prompt: Pick 1 character. Write a brief journal entry as (from the perspective of) your selected character(s). Try to incorporate at least one important line from the play. Describe an important event in Act III from the perspective of your character (E.g., reaction to actions of self, others, or situations). 3. Watch Act IV videos:
Act IV; Scene 1: https://www.youtube.com/watch?v=v6Ebfe90aeQ
Act IV; Scenes 2 & 3: https://www.youtube.com/watch?v=HPXeYi44TNk
Homework:
Explain, in your own words, what happens in these three scenes. Type or handwrite in your journals for Friday.
January 30, 2017
1. 2-3 more Warm Fuzzies.
2. Miss Kerry checks Act II Reflection questions as students discuss their answers in groups of 3. Discuss any questions/confusions
3. Act III; Scene 1 video: https://www.youtube.com/watch?v=1SPfUwavfbY 4. Listen to the rest of Act III; continue filling out graphic organizers (literary devices, character, conflict, and 3 way Venn Diagrams): https://www.youtube.com/watch?v=3poDyjzocLw Homework:
finish reading Act III
January 27, 2017
1. 2-3 more Warm Fuzzy writings. 2. Read Act II up to line 44. 3. Watch part of Act II starting at line 45: https://www.youtube.com/watch?v=2Wf_EQz8nLY
4. Engage in Reflection questions from Act II:
1. List three reasons Macbeth considers for not killing Duncan?
2. What causes Macbeth to “see” a dagger?
3. What leads Macbeth to Duncan’s chamber to kill him?
4. What did Macbeth hear while he was killing Duncan?
5. Give at least two examples of unnatural things that occurred in nature the night of the murder (or the following morning).
6. Why do Duncan’s sons flee after he is murdered? What does it look like they are doing?
Homework:
answer the above Reflection Questions on Act II for Monday
January 25, 2017
1. Finish reporting out from Monday (Zelenia, Ariel, Josh).
2. Continue reading (listening to) Act I. https://www.youtube.com/watch?v=pGBQsQoWvA0 3. Continue filling out the Literary Devices Chart as well as the 3-way Venn Diagram. Listen to first act aloud: 4. Also, hand out additional Graphic Organizers and assign conflicts and/or characters to each individual.
- Character Organization
- Conflict Dissection
4. Warm Fuzzy Activity during last 20 minutes of class (2-3 students)
January 23, 2017
1. Students present their findings from the introductary MacBeth readings. Peers take notes on the graphic organizer during each presentation.
2. Listen to first act aloud: https://www.youtube.com/watch?v=pGBQsQoWvA0
3. While listening, fill out the literary device graphic organizers (keep these graphic organizers; we will use them throughout the entire reading of the play) as we listen to the play/poem (remember it is both): http://www.mcrc-online.ca/documents/buehl/goread.pdf
4. Also, pay attention to connections with Things Fall Apart and The Stranger (consider content, themes, characters, etc.). Fill out the Three-Way Venn Diagram to find connections, similarities, and differences amongst the three texts.
5. Warm Fuzzy Activity
January 20, 2017
We will begin MacBeth today! 1. Theme Opener Activity: define and describe the theme on your card. Define the concept, give examples that illustrate it, name some consequences associated with it. Present to the class; class guesses.
2. Divide up the introductory sections in MacBeth to jigsaw. Read your section, take notes on the important information (that can be used in our Paper 2) and present to the class. 3. When you finish Step #2, peruse and browse the following website to get a sense of MB's content, themes, symbols, etc.: http://www.pathguy.com/macbeth.htm
4. Warm Fuzzy Activity :)
Homework:
finish taking notes on your section and present to the class on Monday
Denis will split Shakespeare's Life with Conrad
Ariel will read about Shakespeare's Theater
Josh will present on key to famous lines and phrases (the very end of the book)
January 18, 2017
1. Engage in Mock Paper 2.
January 16, 2017
1. Finish your WT 2s and send to Miss Kerry for final edit and PDF to turn in to IB.
2. Paper 2 work! We will engage in a Paper 2 written exam on Wednesday. Take the rest of the class to prepare by engaging in the following steps.
3. Decide which question you would like to answer from last week's assignment: check out our Theses and Points document.
4. Remember to study your Paper 2 organizer in preparation for Paper 2.
5. Check out the sample for Paper 2:
6. Remember to utilize effective transition words and phrases in your essay.
7. Discuss how to effectively utilize your 120 minute exam time.
8. Read through this material: Preparing for paper 2 Paper 2 requires students to answer one of six questions in a way that reflects their own achievement of the learning outcomes for part 3 of the course (see the subject guide and “Syllabus requirements: Parts 1–4” in this document). They will be expected to discuss at least two of the texts studied in part 3, paying particular attention to the creation of meaning in those texts via:
Students should also be aware that there is yet another way in which the meaning of the text is created—and it is literally in the room with them:
personal context.
Teachers should use the class time to reinforce these aspects of the particular texts. In this section we will look at each “skill set” individually, as well as focusing on ways in which all four may be combined in the classroom. Literary devices
Perhaps the most logical—or at least the most comfortable—place for teachers to start this preparation will be through the “traditional” study of literary devices employed by authors to create and convey meaning. This would involve the close reading of texts while paying attention to devices such as imagery, metaphor, symbolism, structure and diction. Students should be encouraged to connect the devices they see to the meaning that is created by those devices. Make sure that they understand that no device exists without a corresponding effect—if students name one, they must name the other. This “device–effect” link may seem simplistic at first, but it can actually yield exciting and revelatory results, especially if the students are accustomed to simply compiling a “laundry list” of poetic devices without ever being asked to describe the influence that those devices have on their understanding of the work.
How does the recurrence of the “s” sound in “The Tide Rises, the Tide Falls” reinforce the meaning of Longfellow’s poem?
How do humour and allusion work in “The History Teacher” to convey what Billy Collins truly means to get across to his reader in this deceptively humorous poem?
Historical context
The meanings of a literary work may shift and change over time, but it is still important to examine that work in the light of the social and historical background against which it was created. A literature class is not meant to substitute for a history class, yet students must be trained to understand the importance of the time and place of a work’s production and publication. While exercises that focus on literary devices stress a close reading of a text with no real acknowledgment of the work’s historical setting, this is a chance to open up the exploratory possibilities of the classroom and allow students to incorporate their own historical knowledge and research into their construction of the meaning of a work. Critical reception
One of the most esoteric ways of approaching textual analysis, at least to most students, will involve the examination of the critical reception of a work. This is where the teacher must play the most active role in the classroom, as students are not only unaccustomed to dealing with actual literary criticism and theory, but are also unaware of the very means by which this information can be found. Teachers are encouraged to make sure that critical theory is seen by the students as yet another “lens” through which a text can be viewed, and not as the “correct” reading in any way. In fact, one goal of the course is to allow students to understand the way in which a critical viewpoint is influenced by the historical and cultural context and that their own consideration of the work constitutes, in a way, yet another “criticism” of the text.
The classroom should not be a place where numerous and confusing critical theories are thrown about in an attempt to broaden the horizons of the students. Indeed, the teacher should try to minimize confusion by presenting, for the most part, established and accessible lines of critical inquiry. Students often respond well to writings based on:
Marxist theory (in which economics and labour are brought to the forefront)
feminist theory (in which readers pay close attention to the expectations and roles of males and females in a work)
psychological theory (somewhat less credible—but still intriguing—in which the actions and motivations of characters are discussed from a psychoanalytic perspective).
Of course, each teacher should be free to introduce other ways in which critical theory may be used to open up a text based on the needs and abilities of the students in the class. Personal context
Every reader brings with him or her a set of values, beliefs and life experiences that shape the ways in which a text is interpreted or understood. Students must be taught to both value this particular way of seeing a work and to articulate this viewpoint in a useful and intelligent fashion.
Perhaps one of the best ways to approach this particular aspect of the course is to revisit texts that have already been discussed in the classroom, with a new emphasis on personal readings and the ways in which the meanings of the works may have been shaped differently, depending on the reader. This is a rich source of possibilities, as readers may bring their ideas on topics such as marriage, suicide, parental obligations and duties in society into their own readings of the text. Again, students must be taught to value these different readings, but also to understand where they fit in the overall process of “making meaning” and how important it is to be able to identify and articulate these particular interpretations of a work.
How may readers’ differing opinions on morality—and the ways in which a “moral compass” can (or should) be passed on to children—shape the meaning of Sheenagh Pugh’s “The Beautiful Lie”?
Is it possible that female readers of “Huswifery” may be seeing different themes or points of interest than their male counterparts?
Note: Activity 7, available in the appendices to this document (appendix 3), offers a way to bring the various analytical approaches together. Final thoughts on preparation
Though teachers are certainly free to work with any texts as they prepare for paper 2, it is essential that these kinds of exercises are done with the part 3 texts, ensuring full preparation for that part of the exam. However, teachers should not simply “teach to the test”; by focusing on the skills involved in this particular assessment, teachers can push students to be stronger and more critical thinkers and writers about all literature (these are also skills that come into play for the oral assessment of part 4 as well).
Ideally, preparation for paper 2 should be an organic part of the entire course, not restricted to a particular section of the course or to the literary texts studied for part 3. The strategies and approaches listed above can be incorporated into all four parts of the syllabus in one form or another—indeed, by the time the explicit preparation for paper 2 begins in class, these approaches may be standard procedure in the classroom. Other methods of preparation for paper 2
As the exam approaches, there are other, less time-intensive ways in which a teacher can prepare students. These include, but are not limited to, the following.
Create a workable and clear strategy that keeps students focused on the meaning of a text.
Practise with sample questions, including discussions of which part 3 texts work best with each question (and which may be “unworkable”).
Practise writing well-structured responses to paper 2 sample questions. Keep in mind the following issues.
How can one incorporate personal response into a literary exploration?
How can one strike a balance between all the possible ways of discussing how meaning is created in a work?
How can a response that incorporates a discussion of numerous approaches to a text stay focused?
These are crucial issues that need to be addressed in both a large group and on a one-to-one basis.
Practise creating introductory paragraphs or outlines for potential essay questions, allowing for a discussion of text selection, focus and organization without sacrificing instructional time in favour of writing time.
Homework:
We will engage in a Mock Paper 2 on Wednesday - prepare by choosing which question you would like to answer. Write your thesis, points, and evidence beforehand for homework so you can come to class prepared to write your exam on Wednesday.
January 13, 2017 1. Body Combat Workout with Amanda!2. Finish our WT 2s and send back to Miss Kerry ready to be turned in to a PDF and then turned in to IB.3. Work on your EEs. January 11, 2017
1. Each pair will present his/her Paper 2 question, thesis, and main points. All students will take notes during this process and add comments/questions at the end of each presentation.
2. Edit your Written Task 2s and turn in the final draft to Miss Kerry.
3. On Friday, we will have a fitness class with Miss Erika's daughter Amanda! Bring your workout clothes!
January 9, 2016
1. In concentric circles, discuss The Stranger Essay question as a reflection on the novel. During each conversation with your partner, jot down some notes and ideas that the two of you share and reflect on.
2. Based on the work we did during the Stranger unit, fill out the Paper 2 Organizer with more information from the novel and its contextual information.
3. Paper 2 Activity: Look at sample questions from Paper 2 (see below) that might be used in an exam to write about both The Stranger and Things Fall Apart. You and your partner will receive one of these 6 questions: brainstorm a thesis and 3 or 4 main points points you could potentially write about for the essay question if you were to pick this question for your Paper 2 exam. Present to the class.
Works of literature can illuminate ideas that might be otherwise unavailable to an audience. To what extent have you found this to be true in at least two works you have studied?
Show how social values are represented in at least two of the literary works you have studied and discuss how these values might be interpreted of understood in different historical, cultural or social contexts.
Why are literary works considered important? Identify and discuss some of the features that make at least two of the texts you have studied important.
Ideas in works of literature can challenge or justify the thinking of the reader. Refer to at least two of the works of literature that you have studied and explain how and why this is so.
Context – historical, cultural or social – can determine the meanings of a text. Discuss with reference to at least two of the works you have studied.
Literary works often show the conflicts and problems of a society. To what degree do you find this to be true in at least two of the works you have studied?
Homework:
Be prepared to present and explain on Wednesday.
January 6, 2017
1. Meet with Miss Kerry individually to show homework from The Stranger unit during the break, and discuss WT 2 next steps.
2. Students will engage in Stranger essay (see below) while meeting with Miss Kerry.
3. After finishing the essay, read the following assignment while waiting for all class members to finish: Paper 2 Activity: Look at sample questions from Paper 2 (see below) that might be used in an exam to write about both The Stranger and Things Fall Apart. You and your partner will receive one of these 6 questions: brainstorm points you could potentially write about for the essay question if you were to pick this question for your Paper 2 exam. Present to the class.
Works of literature can illuminate ideas that might be otherwise unavailable to an audience. To what extent have you found this to be true in at least two works you have studied?
Show how social values are represented in at least two of the literary works you have studied and discuss how these values might be interpreted of understood in different historical, cultural or social contexts.
Why are literary works considered important? Identify and discuss some of the features that make at least two of the texts you have studied important.
Ideas in works of literature can challenge or justify the thinking of the reader. Refer to at least two of the works of literature that you have studied and explain how and why this is so.
Context – historical, cultural or social – can determine the meanings of a text. Discuss with reference to at least two of the works you have studied.
Literary works often show the conflicts and problems of a society. To what degree do you find this to be true in at least two of the works you have studied?
4. Once everyone is done with the Stranger essay, we will meet in groups to discuss our answers, as well as discuss the novel.
5. Based on the work we did on the Stranger, fill out the Paper 2 Organizer with more information from the novel and its contextual information.
January 4, 2016
1. Check in on Stranger work from the break.
2. Create a plan moving forward with The Stranger and finishing our WT 2s.
Final Stranger activities:
1. Last chapter analysis: In your journals: describe Mersault's reaction to the chaplain and his ideas of religion. Why does Mersault react this way? He has not had an outburst the entire novel, so why would Camus have him react this way in the last chapter?
2. Final Stranger analysis of novel: in-class essay (written exam practice) on Friday. Check out The Stranger Essay Document and prepare in any way you see fit for Wednesday. 3. Paper 2 Activity: Look at sample questions from Paper 2 that might be used in an exam to write about both The Stranger and Things Fall Apart. You and your partner will receive one of these 6 questions: brainstorm points you could potentially write about for the essay question if you were to pick this question for your Paper 2 exam. Present to the class.
Works of literature can illuminate ideas that might be otherwise unavailable to an audience. To what extent have you found this to be true in at least two works you have studied?
Show how social values are represented in at least two of the literary works you have studied and discuss how these values might be interpreted of understood in different historical, cultural or social contexts.
Why are literary works considered important? Identify and discuss some of the features that make at least two of the texts you have studied important.
Ideas in works of literature can challenge or justify the thinking of the reader. Refer to at least two of the works of literature that you have studied and explain how and why this is so.
Context – historical, cultural or social – can determine the meanings of a text. Discuss with reference to at least two of the works you have studied.
Literary works often show the conflicts and problems of a society. To what degree do you find this to be true in at least two of the works you have studied?
Homework:
prepare for in-class essay on Friday
December 28, 2016
1. Read chapters 3 & 4. 2. Read the analysis of chapters 3 & 4 from Sparknotes: http://www.sparknotes.com/lit/stranger/section6/page/2/
3. Now close your computers and in your own words, using your knowledge from the book and from reading Sparknotes, write your own analysis of chapters 3 & 4 using the following RAFTS guidelines:
R - role
A - audience
F - format
T - topic
S - strong verb Your ROLE is you are a writer for a company similar to Sparknotes. Your AUDIENCE is students who are studying the novel The Stranger. Your FORMAT is analytical paragraphs. Your TOPIC is the analysis of chapters 3 & 4 from The Stranger, and your STRONG VERB is analyze and inform.
5. Read chapter 5 (finish novel).
Homework:
finish novel for Monday
December 14, 2016 1. Class Discussion: discuss with each other on this google document the following questions:
- Describe Camus's writing style. How does his style lend itself to creating an existentialist protagonist?
- What are the important events in the chapters we have read thus far? How are they revealed to the reader? Why is this significant? 2. Read Chapter 6.
3. Engage in Chapter 6 Activity on Figurative Language using this hand out. Then share:
4. Read Part II Chapters 1 & 2
5. Engage in the following activity on these chapters: find existentialist quotes from these two chapters (quotes that demonstrate Mersault's existentialist nature).
December 7, 2016
Read chapters 3-5. As or after you read, answer the following questions in a typed response.
Demonstrate how the formal elements (inference/connotation; context; literary devices/figurative language; organization; stylistic features; tone/mood; diction/word choice; symbolism; themes/motifs) of the text, genre and structure can not only be seen to influence meaning but can also be influenced by context. Consider chapter 3-5 that we read for today. What are the formal elements of this novel, genre and structure and how do they influence the meaning of what we are reading. How are the formal elements influenced by the context (purpose, audience, and events in the book) of the novel?
Understand the attitudes and values expressed by literary texts and their impact on readers. In your opinion, what are the attitudes and values expressed in these chapters? In your opinion, what impact do these attitudes and values have on those who read this book?
Be ready to report out on the synopsis of your section for class on Wednesday
November 23, 2016
1. 20 minutes to finalize your visuals and discuss who will present what.
2. Present visuals, take notes, and fill in the Paper 2 Study Guide as we listen and present.
3. WT 2 check ins.
November 21, 2016
1. Remember the goals of Part 3 of our course:
Consider the changing historical, cultural and social contexts in which particular texts are written and received.
Demonstrate how the formal elements of the text, genre and structure can not only be seen to influence meaning but can also be influenced by context.
Understand the attitudes and values expressed by literary texts and their impact on readers.
2. Trimester 2 Goals:
Practice a lot for Papers 1 & 2
Read, study, analyze The Stranger and MacBeth (in relationship to each other and to Things Fall Apart)
3. While students do the following, Miss Kerry will check in and meet with students on WT 2:
In 3 groups, research your website and the links within the website.
Your goal is to find the following based on your websites and links:
historical context in which The Stranger was written and received by its audience
cultural context in which The Stranger was written and received by its audience
social context in which The Stranger was written and received by its audience
Be prepared to present and discuss visuals. While each group presents, we will fill in our Paper 2 Study Guide.
November 18, 2016
1. Students have a few minutes to finish outlines with their partners.
2. Each pair shares their outline and explains why they have structured their outline in the way they have.
3. Discuss/break down 2 hour time period for Paper 2 exam. 4. Paper 2 Break-down:
5-10 mins - Dissect and choose question
15-20 mins - Thesis/Points
70-75 mins - Essay
10-15 mins - Revise/Edit
November 16, 2016 1. Go over Paper 2 Outline.2. Go over sample Paper 2 exam : read student essay with a partner and make sure they have the necessary components according to the outline. Share comments. As you read, mark up the essay with OBSERVATIONS and QUESTIONS.3. Read over the examiner's comments in comparison to you and your partners' thoughts and discuss.4. Sample Paper 2 stimulus material: in groups of 2, create an outline/organization/plan to write the essay. Answeroneessay question only. You must base your answer on at least two of the Part 3 works you have studied (so far we have only studied TFA, so base it on that while thinking about how you could possibly incorporate in The Stranger and/or MacBeth). Answers which arenotbased on a discussion of at least two Part 3 works willnotscore high marks. Your answer should address the ways in which language and context contribute to your reading of each work. 1. Time of day or time of year are often presented by a writer in such a way as to support ideas in the work, to develop character or to establish mood, atmosphere, etc. In what ways is time used effectively in at least two works you have studied? 2. “Working together” or “standing on your own two feet” – how do either or both of these ways of behaving reflect the cultural contexts of at least twoworks you have studied? 3. Writing is both an art and a craft, where form and content are carefully constructed and language and style artistically embellish the whole. Discuss in what ways at least two works you have studied effectively combine both art and craft. 4. A work can be critically acclaimed in one culture and be banned in another. Discuss how at least two works you have studied might lend themselves to various receptions. 5. What is the significance of “the getting of money” in at least two works you have studied, and how is it represented? 6. Tension is often created between “new” and “old”. To what effect do writers make use of such tension in at least two works you have studied?
5. Each group will present their plan to organize and write their essay. Debrief with whole group.
November 14, 2016 1. Self edit your WT 2 using the following document: Self and Peer Editing Guide. 2. Check out the following WT 2 samples on the on the OCC
3. Peer edit your WT 2 using the same document.
While peer editing, focus on:
Question you are focusing on is clear
Question is clearly answered
Word choice works well - formal, appropriate, variety of language, etc.
Grammar, spelling, punctuation are correct
Organization flows and makes sense (follows 3 paragraph essay format with intro, thesis, points, and conclusion)
Outline - all components of outline are present
Works Cited page is correctly formatted
In-text citations are correct
Analysis of evidence and main points are clear and relates back to the thesis
4. Make any changes necessary in your WT 2.
Homework:
final draft due Friday
November 11, 2016 Miss Kerry will be interviewing you for the Don Ruetz/North Campus Origins Video today.
1. Work on your WT 2s while Miss Kerry conducts interviews.
Homework:
a draft of your WT 2 for peer and self editing is due Monday
First draft due for self and peer editing on Monday, November 14th
November 7, 2016 1. Work on the following while Miss Kerry meets with each of you to go over your outlines:- In pairs, share simile answers (and update any of yours accordingly)- Individually, answer the following reflection questions found in this link to the TFA ch. 23-25 Response Questions (just complete the Response Questions, not the Homework Question)2. Work on your WT 2 after you have your outline approved.Homework:* Continue working on WT 2 (due November 18). See specific next steps below:
Take your outline home and revise it based on the feedback you receive in class. (November 7-9)
Write the first draft of your essay. (November 9-16)
Bring your essay to class and receive self and peer feedback. (November 16)
Revise your essay. (November 16)
Create your final draft and turn it in to Miss Kerry (electronically). (November 18)
November 4, 2016
Your sub will be Miss Kenia today! Please work on the following:
1. Your TFA simile worksheet.
2. Steps for your Written Task 2: Steps In order to complete this task you must:
Choose the question you will answer. (November 2)
Think carefully about the angle you will take – your focus needs to be narrow and specific. (November 2)
Go through the novel and find textual evidence to support your argument, and analyse this. (November 2-4)
Use the notes you have taken to create an outline. (November 4-6)
The outline must include:
the prescribed question that has been chosen
the title of the text(s) that will be analysed
the part of the course to which the task refers
three or four key points that explain the particular focus of the taskReceive feedback on your outline from Miss Kerry. (November 7)
3. Finish reading the novel.
Homework for Monday:
simile worksheet
outline
finish the novel
November 2, 2016 and November 4, 2016(Miss Kerry will be out on Friday and Miss Kenia will be your sub.)1. Chapter 18 and 19 Reflections. Open your novels and think about Questions/Observations/Predictions you have after reading these two chapters. Share on the board (3 columns).2. Read chapter 20 and engage in the following activity - turn and talk to your neighbor and answer the following Questions from Chapter 20:3. Please read the next steps for WT 2 that we will work on today and Friday. StepsIn order to complete this task you must:
Choose the question you will answer. (November 2)
Think carefully about the angle you will take – your focus needs to be narrow and specific. (November 2)
Go through the novel and find textual evidence to support your argument, and analyse this. (November 2-4)
Use the notes you have taken to create an outline. (November 4-6)
Receive feedback on your outline from Miss Kerry. (November 7)
4. Similes in TFA worksheet.
5. Finish reading the novel.
Homework:
Similes worksheet is due Monday
Finish the novel for Monday
Outlines are due on Monday
The outline must include:
the prescribed question that has been chosen
the title of the text(s) that will be analysed
the part of the course to which the task refers
three or four key points that explain the particular focus of the task
October 31, 2016
1. Small group (2-3 people) read aloud: Continue reading chapters 15 and 16, and answer the following questions as you read:Chapter 15 - in Abame
What is the Albino on an iron horse?
What did they do to the white man?
What did the Oracle say?
What does "talk through his nose" mean?
What did the white men eventually do in Abame? During market?
What is the foreshadowing at the end of this chapter? Chapter 16 -2 years later, Umuofia:
Church, many converts, evangelists
Who were the converts? Why did they convert?
Who did Obierika see? What did Nwoye say about Okonkwo?
What did the Missionaries tell the Ibo people about their gods vs. the Christian god?
What did Nwoye like about Christianity and the Missionaries?
2. Written Task 2 Check-in: in same groups, check out the WT 2 project sheet and discuss which questions each of you are interested in answering for the Written Task and why. 3. Read chapter 17 and answer the questions below as you read: Chapter 17 Mbanta:
Where did the Ibo let the Missionaries build their church? Why?
Why did Nneke join?
What did Nwoye do when Okonkwo threatened to kill him?
What is Okonkwo analyzing about as he looks into the fire?
Homework:
read chapters 18 & 19
October 27, 2016
1. 20 minutes to complete the chapter 11-13 activity from Wednesday.
2. In groups based on the theme you wrote about, debrief and discuss, writing and illustrating the highlighted points from your homework on your group's brainstorming visual. 3. Share visuals, and add information to the Paper 2 study guide .
4. Go over and begin Written Task 2 on Things Fall Apart.
Homework:
start thinking about WT 2
read chapter 14
October 26, 20161. Debrief Ted Talk from yesterday (discuss notes as answers to questions and notes as whole group).
2. Read and act out chapter 10 together.
3. Answer the following question (typed or hand written) as a response to Chapter 10: The villagers believe--or pretend to believe--that the "Supreme Court" of the nine egwugwu are ancestral spirits. In fact, they are men of the village in disguise. What does this say about the nature of justice in general, and in this village in particular? 4. Continue reading chapters 11-13 and pick one of the following themes to write about and reflect on as you read or after you read these chapters. Use specific examples from the chapters to demonstrate your answer:
the opposing theme of weakness/strength
how Achebe uses myths/folklore/proverbs
what aspects of these chapters challenge you to see the world in a new way (as a reader from a culture outside of this culture)
October 24, 2016
1. Brainstorming web answers from Ch. 8 question on the board.
2. Building on this, let's focus on Gender Roles in TFA:
Individually, find two quotes that demonstrate women's lack of power and two quotes that demonstrate women's hidden/discreet power in the novel. Share with the class by stating aloud. Add to the Paper 2 Study Guide.
3. Watch the following Ted Talk entitled The Danger of a Single Story by Adichie. As we watch, answer the following questions:
What is this author's purpose?
How does this Ted Talk connect to our reading of TFA?
What insight can we gain from this Ted Talk on social and cultural context in TFA?
4. Small group discussion of Ted Talk.
Homework:
read chapter 9 for Wednesday
October 21, 2016
1. Homework Discussion: Discuss your answers to Ch 5-7 with a partner and then, as a pair, write key words and phrases that summarize your answers in the column chart on the white board. Discuss and debrief as whole class.
2. Proverb Activity: Students find proverbs from the novel, write on the chart, and then analyze utilizing sticky tabs with the headings - "observations", "questions", and "predictions" about the novel and the Ibo culture/society based on the proverbs.
3. Chapter 8; Write, Pair, Share: Of Ezinma, Okonkwo thinks: "She should have been a boy" (p. 64). Why is it necessary to the story that Okonkwo's most favored child be a girl? 4. FOA Reflections are due today; share with Miss Kerry.
October 19, 2016
1. Share chapter 1-4 questions in speed dating, concentric circles format (Miss Kerry checks/listens to answers). 2. Each student presents his/her section on the Chinua Achebe website (square that you picked), and information you filled in on the group document. While as a class we look at the shared google doc (Paper 2 study guide ).
3. Read chapters 5-7 and answer the questions as you read (typed or hand written): Chapter Five
What is Okonkwo's attitude toward feasts? Note that it is women who are chiefly responsible for decorating the houses. In many African cultures they are also the chief domestic architects, and the mud walls are shaped by them into pleasing patterns. Guns were brought into Sub-Saharan Africa early on by Muslim merchants, but would have been fairly unusual. Briefly summarize the story of Ikwefi. What kind of a woman is she? What do you think is the significance of women having to sit with their legs together? Chapter Six
This chapter introduces a much-discussed aspect of Ibo belief. As in most pre-modern cultures, the majority of children died in early childhood. If a series of such deaths took place in a family it was believed that the same wicked spirit was being born and dying over and over again, spitefully grieving its parents. They tended to be apprehensive about new children until they seemed to be likely to survive, thus proving themselves not to be feared ogbanje. What roles does Chielo play in the village? Chapter Seven
How has Nwoye begun to "act like a man"? What values does Okonkwo associate with manliness? How does Nwoye relate to these values? "Foo-foo" is pounded yam, the traditional staple of the Ibo diet. How does the village react to the coming of the locusts? Achebe is doubtless stressing the contrast with other cultures here, familiar to African readers from the Bible, in which locusts are invariably a terrible plague. Why is Okonkwo asked not to take part in the killing of Ikemefuna? Why do you suppose they have decided to kill the boy? Why do you think Achebe does not translate the song that Ikemefuna remembers as he walks along? A matchet is a large knife (Spanish machete). Why does Okonkwo act as he does?
Most traditional cultures have considered twins magical or cursed. Twins are in fact unusually common among the Ibo, and some subgroups value them highly. However, the people of Umuofia do not. Note how the introduction of this bit of knowledge is introduced on the heels of Ikemefuna's death. Nwoye serves as a point of view character to criticize some of the more negative aspects of Umuofia culture. This incident will have a powerful influence on his reaction to changes in the culture later.
October 14, 2016 Check out this year's Nobel Prize for Literature winner.
1. Continue reading chapters 1-3, and read chapter 4.
2. Answer the following questions in your journals based on the first 4 chapters (as you read or after you read):
What do you think of Okonkwo so far? Explain and give reasons for your thoughts.
Okonkwo’s life is ruled by fear of his own failure and weakness. In what ways do you think these fears affect Okonkwo’s life?
Chi is one’s “other identity in spiritland”. Consider yourself; could (or does) the concept of chi influence your life? How?
What are some examples of foreshadowing that you see in these chapters? Cite examples that indicate this literary technique.
Consider the following in regards to Okonkwo and respond:
Finish the above steps that you did not finish in class today
October 12, 2016
1. Your FOA Reflections (see criteria below) are due Friday.
2. Swan, Sofia, Cloe and Denis need to send me the PDF of their WT 1 (this is also due Friday).
3. Start next section of course: Section 3: Literature Texts and Contexts.
Topics in Section 3:
historical, cultural, and social contexts of a text
formal elements of a text
working with texts in translation
Assessments: Paper 2 and WT 2
4. Read, annotate, and analyze Introduction to Texts and Contexts (documents from the text book). As we read, highlight and take notes on important information and circle any vocabulary words you do not understand. 5. Go over Things Fall Apart Introduction and questions.
6. Start reading novel together (chapters 1-3).
Homework:
FOA reflection for Friday
October 10, 2016
1. Final FOA presentations!
2. This week, be sure to finish your FOA reflection (due Friday) and fix up your WT 1 and send to Miss Kerry (also due Friday)
October 7, 2016 Final FOA presentations!
1. Fix up your WT 1s and send final PDF to Miss Kerry
2. Start on your FOA Reflections; these will be due in one week (next Friday). FOA REFLECTION In addition to delivering your FOA, each person is required to write a 300-400 word reflection on the presentation, in which you comment on your performance and the progress you made in achieving the aims of the further oral activity. You will write this after completing your FOA. Your reflection should identify:
Which texts did you study and who wrote them?
Who was your intended audience?
What were your aims in the presentation? Which type of presentation did you choose and why?
What was the purpose in creating the activity?
What understanding of the topic and text did you intend to communicate to your audience and how did you do this?
How well did you achieve these aims?
October 5, 20161. Final round of first draft FOA presentations.Homework:* All groups should be ready to present their final on Friday October 3, 2016
1. FOA First Round of Presentations (run-throughs)
2. While students present, peers and Miss Kerry provide feedback with It Was Effective When... and Next Time Try...
September 30, 2016
1. Time to work on and fix up WT 1s.
2. Time to prepare for Monday's first round of FOAs. (Rony and Keivan will present their final FOA on Monday.)
September 28, 2016
1. Final approval of your FOA proposals (if not completed on Monday).
2. FOA practice and script writing.
3. First round of FOAs will be Friday and Monday.
4. WT 1 revisions.
September 26, 2016 1. Complete your FOA proposals.
2. Miss Kerry approves your FOA proposals.
3. Continue working on your FOAs.
4. Meet with Miss Kerry about your WT 1.
September 23, 2016
1. In your groups, report out on your articles that you analyzed for homework; Miss Kerry checks Big 5 Analysis Sheet.
2. Begin Further Oral Activity: go over the project sheet.
3. Choose your groups (if applicable), topics, texts, sources, etc. and fill out the Proposal Form. Be sure to make your own google document...you can copy and paste this one and then save it with your name in the title.
4. Meet with Miss Kerry to get proposal form checked off.
5. Meet with Miss Kerry to discuss WT 1.
September 16, 2016 During work time, Miss Kerry will meet with some of you about your WT 1s.
1. Speech answers are due today. Take out speech answers and discuss answers in pairs. Then rotate to discuss with another partner.
2. Using EBSCO, find a speech of your choice to analyze. Each class member should choose a different speech. The speech can be from a political figure, literary character, athlete, musician, writer, historian, etc. The speech can be about any topic you wish.
Step 1: Read your speech.
Step 2: Analyze your speech for each of the following: make notes and describe each category below in your journals or on your computers. Use textual quotes and evidence in each category: . audience . purpose . type of speech . theme . content . tone . mood . images . stylistic devices . structure . literary terms
Step 3: After thoroughly filling out the categories above, share your speech and your findings in small groups of 3 or 4. 4. Pick ONE of the stations below to analyze in class today using this guide (we will analyze the others tomorrow in class): Station 1: Cartoon/Comic: http://thebaochi.files.wordpress.com/2011/10/cartoon.jpg
Station 2: Political Cartoon http://moodyeyeview.files.wordpress.com/2012/01/political_card_tricks.jpg
Station 3: Advertisement (if you cannot open it, google: "Aquafresh; teeth so white they can't dance.): http://i.imgur.com/8Ppzgs2.jpg
Station 4: Editorial Column: http://www.nytimes.com/2014/09/07/opinion/sunday/nicholas-kristof-when-whites-just-dont-get-it-part-2.html
Station 5: Blog: http://www.chicagoreporter.com/crime-coverage-media-perpetuates-racial-stereotypes#.VCw1eyldWDE
Homework:
finish ONE STATION that you worked on today for homework (we'll do other stations on Monday)
September 14, 2016 1. Speed Dating Discussion of answers and notes from the stations on Monday. 2. Each pair will report out and share their EBSCO media or pop culture media forms (one that demonstrates racial stereotyping and the other that breaks it down) from Monday's class. Be sure to explain the following (write on board):
purpose of this media form
intended audience of the media form
why the producer/creator would want to portray an ethnic stereotype, or would want to break down an ethnic stereotype.
3. Now we are going to look more closely at a specific form of media: SPEECH. Begin by reading and taking notes on this document on various forms of speeches. Basic Types of Speeches
4. When reading speeches, we focus on and consider:
how the language used in speeches is meant to influence and persuade the audience
how the specific language used is meant to create an emotional response in the audience and through this response a desired effect
analyzing various structures and types of speeches as well as identifying literary and stylistic devices in order to determine their functions within the speeches
how future readers feel the same emotional connections to the speech, and the speech may have the same effect as was originally intended, even though it was written in a different time period
how context has an influence on how a speech is received by a reader (and how that may or may not change...the speech being delivered in a particular place at a specific time could have more impact on an certain audience).
the various roles of theme/content, tone/mood, images, and structure in analyzing and comparing speeches
5. Now we will read our speech written in 1851 by a black woman named Sojourner Truth entitled “Ain’t I A Woman” that deals with both gender and race issues. Contextual background: American civil rights movement—this speech was delivered in 1851 at the Women’s Convention in Akron, Ohio. 6. Read the speech: __http://www.fordham.edu/halsall/mod/sojtruth-woman.asp__ 7. Respond to the speech by answering the following questions in your journals, or you may type your answers on the computer: Key questions
For what audience is the speech intended? How does the writer involve the audience?
For what purpose is the speech intended? How does the writer inform the audience?
What are the variations in the tone/mood of the speech? What examples of diction can you identify to support your answer?
What language is used to persuade or create an emotional response in the audience? What effect does the language have?
What literary and stylistic devices do you see in the speech? Give specific examples.
Are there particular lines of the speech you do not understand? Why or why not? If so, which ones?
Are there particular lines of the speech that you had a strong reaction to? Which ones? Why?
What is the historical context that motivated the speaker’s purpose?
What does the audience think the purpose is and how might this change how you interpret the speech? Consider the audience of the time in which it was written and also you as the audience today.
Homework:
thorough answers to all questions due on Friday
September 12, 2016 Miss Kerry will meet with you individually on your Written Tasks while we work on the following stations activity:
1. STATION: Read the following articles on ethnicity stereotypes in the media (one at each station), and follow the directions below. Station 1: Read the article: http://www.medialit.org/reading-room/does-tv-shape-ethnic-images As you read, make a T-Chart in your journals. On one side, take notes on "A-has/Comments - !" and on the other side, take notes on "Questions/Confusions - ?". Station 2: Read the article: http://www.npr.org/blogs/goatsandsoda/2014/08/28/343791201/homer-simpsons-visit-to-bangalore-makes-us-go-doh Answer the questions in your journals: Why would the Simpson creators produce this episode knowingly portraying ethnic stereotypes? What purpose does it serve and what affect does it have on its audience? Station 3:
Read the article: http://www.npr.org/blogs/codeswitch/2014/08/28/343677207/controversy-over-sof-a-vergara-obscures-an-industrys-failings Answer the questions in your journals: Why would the public be outraged by Vergara’s act that portrayed her stereotypical latina role on the show? What is your opinion of her actions and why?
2. Speed Dating Discussion of answers and notes from the stations.
3. In pairs, find two forms of media or examples of pop culture: one that portrays a stereotype of a certain ethnicity and one that disassembles/breaks the stereotype of a certain ethnicity. (What kinds of Media or Pop Culture Media forms can we use?) Utilize EBSCO to help you.
4. Each pair presents the purpose and audience of your media forms. Additionally, each pair explains why the producer/creator would want to portray an ethnic stereotype, or would want to break down an ethnic stereotype.
Homework:
finish above steps for Wednesday and we will report out in class on that day
September 9, 2016
1. We will finish fixing up and peer editing our Written Tasks today.
2. Share your final draft with me via google drive.
September 7, 2016
1. How do stereotypes form Brainstorming Bubbles on the board. Sit in semi-circle around the board and discuss. 2. We will work on fixing up one of your Written Task 1s. To help you with this, please consult the following guide: https://docs.google.com/document/d/1KADTTUEOGIg10n3y-j5P96HsA3q8RM2W_UttVHyxnww/edit?usp=sharing 3. Fix up and edit your essay, taking notes from this guide and consulting Miss Kerry if necessary.
4. Once you have completed this, exchange your essay with a peer and have a peer look it over and give you feedback.
5. Send your final draft to misskerry@lapazschool.org
Homework:
If you do not finish editing your WT 1, please do so before Monday's class.
September 5, 2016
1. Spark - check out this Facebook post and discuss with a partner your thoughts. https://www.facebook.com/photo.php?fbid=10209018339469017&set=a.1733503330739.100535.1033220927&type=3&theater 2. Share homework (examples of media that either promote or demote the gender stereotype and consequentially the gender spectrum). Stand and Deliver.
3. Ethnicity/Stereotype Activity - each of you will be given an ethnic group; write down stereotypes that you have heard or that you believe to exist for this group. Share the stereotypes and the rest of us will guess which ethnic group you have picked. 4. So, how do stereotypes evolve anyway? Read and take notes on the following article using our Article Notetaking Guide:http://www.psmag.com/books-and-culture/knowledge-process-information-scotland-stereotypes-take-shape-86697 5. Go over previous WT 1s. Pick which WT 1 you would like to fix up and turn in to IB. We will spend Wednesday's class working on these and your next drafts of these will be due on Monday.
Homework:
Finish taking notes on the Stereotypes article for Wednesday.
Pick which WT 1 you would like to fix up for Wednesday. (Next drafts of WT 1 due next Monday.)
September 2, 2016
1. Whip debrief from Gender Identity Survey.
Consider and check out the following resources:
2. In a hand written journal entry, answer the follow question (use these sources above to help you articulate your answer): How does popular culture + media promote or demote this gender spectrum that we are all on? (If it promotes the spectrum, it demotes the stereotypes and vice versa.)
3. With a partner, discuss your answers to this question. Then, make a list of as many examples of popular culture and/or media as you can think of that promote gender stereotyping (subsequently demoting the concept of the gender spectrum. Share/compare lists. 4. Using EBSCO (mini-lesson with EBSCO; go over the following):
explora - secondary school (student research center only until december)
EBSCOhost - teacher profile - IB students can use this with their monografias
you can change your lexile range for your level of english/spanish comprehension
you can click on add to folder and it will save your article
you can click on SEND and send the article to yourself or your students
each student can create his/her own account/profile to save his/her articles - we are going to do this the first week in English class
you can listen to any article WITH DIFFERENT ACCENTS
you can take notes
you can put it into a citation format for your bibliography/works cited page; you can send this to yourself
different ways to VIEW it
how to search - might need to put specific topics in quotes "golden rice"
can also do advanced searches
can look at the history of your searches
tutorials section on the website if you need help
can get the app for you phone/android
5. Using EBSCO, find an example of media and/or popular culture (letter, speech, advertisement, news article, website, blog, video, tv shows, movies, social media, book, etc.) that either promotes the gender stereotypes and therefore demotes the concept of the gender spectrum of fitting into a box OR that promotes the concept of the gender spectrum and therefore demotes gender stereotypes. Answer the following questions and be prepared to share on Monday: 1. What form of media is used?
2. How does the media portray gender?
3. What is the purpose of the media?
4. Who is the intended audience?
5. What are the key words/terms used in the media?
Homework:
Finish step #5 for Monday and be prepared to present/discuss.
August 31, 2016
1. Go over IB Language and Literature Syllabus, focusing on Year 2.
2. Miss Kerry checks homework; Notetaking Document filled out and ready for discussion. 3. Focus on Fixing up two Discussion Questions. Mini-lesson on How to Write a Solid Discussion Question in order to prepare for our Socratic Seminar. We will review this document to help us carefully construct higher level thinking discussion questions. http://blog.adambabcock.com/wp-content/uploads/2013/03/Costa-House-Levels-of-Questions.pdf)
4. Fix up or write new Discussion Questions about the article you read based on above handout. Be sure your questions provoke deep discussion about the articles that we read and annotated for today.
5. Socratic Seminar Rules:
- "3 Before Me"
- Use Textual Examples to illustrate your point
- Build upon what others have said
6. Engage in Socratic Seminar on the Popular Culture articles using your Note-taking Sheets, your Discussion Questions, and your Socratic Seminar rules. (We will observe each other's discussions. While you are listening, take notes on main ideas and concepts that you hear in the discussion.)
7. Complete Gender Identity Survey (sent to your e-mail) and answer the following question handwritten in your journals
8. Reflection (and be prepared to discuss): How does filling out a survey like this make you feel? Why?
Homework:
Check out these documents: we will discuss/analyze them further on Friday.
August 29, 2016
1. Find your Bilingual Pair (icebreaker activity). Find the partner whose word matches your word. Discuss why the words go together and what the phrase means.
2. Think, Pair, Share Spark Activity using quote: read the quote below and, with your partner, write a one sentence response that explains how this quote might be true/accurate. The media's the most powerful entity on earth. They have the power to make the innocent guilty and to make the guilty innocent, and that's power. Because they control the minds of the masses. Malcolm X 3. In a whip, share your one sentence response.
4. Go over IB Language and Literature Syllabus, focusing on Year 2. 5. Individual Journal Freewrite: What is popular culture? Who determines what is popular and original and what can be classified as “pop culture"? What is the connection between popular culture and media/social media? Discuss with a partner. 6. Read/annotate the following articles to help you answer the essential question above. Use this Article Notetaking Document to help you organize your thoughts as you read your assigned article.
Article 1 - "It's Not Just the Venom, It's the Division..."
Conrad, Rony, Josh, Cloe, Denis, Keivan http://search.ebscohost.com/login.aspx?direct=true&db=cmh&AN=2W62669691107 Article 2 - "Virtuous Woman or Raunchy Sexpot?"
Ariel, Josue, Zelenia, Swan, Sofia
April 24, 26, 2017
1. Mindful Breathing
2. Power Posing
3. Motivational Videos
https://www.youtube.com/watch?v=AjZ0KbJcav0
https://www.youtube.com/watch?v=FMug2TPuWAE4. Exam Tipshttps://www.examtime.com/blog/the-day-of-the-exam-15-tips-to-boost-your-performance-during-the-exam/
5. Discussion: Check in - how are we feeling? Emotions about exams, graduating, Chirripo, and life...
6. Stations! 4 stations - read one essay with comments from IB examiners and their final marks at each station. Two are Paper 1 and two are Paper 2. Discuss and utilize for personal exams coming up on Wednesday and Thursday.
Documents to Study for Paper 2:
Pervious Paper 2 Exam.
Paper 2 study guide .
Spark notes or Shmoop for all three novels.
website for effective transition words and phrases
words to describe tone
Break down of Paper 2 Essay exam:
10 minutes - read and choose a question
30 minutes - create a thesis, main points, and a general outline
70 minutes - write your essay
10 minutes - final edit/look over
Documents to Study for Paper 1:
studying this OUTLINE
IOC outline that breaks down the Big 5 and what to write aboutwebsite for effective transition words and phrases
words to describe tone
Break down of Paper 1 Essay exam:5 minutes - read through all texts and choose set to analyze35 minutes - analyze the texts, take notes on Big 5, compare and contrast two texts, create your outline based on the Big 570 minutes - write your essay10 minutes - final edit/look over
April 21, 20171. Think, Pair, Share on Fishbowl Question 2:Literary works often show the conflicts and problems of a society. To what degree do you find this to be true in at least two of the works you have studied?
2. Fishbowl formatted discussion of both Paper 2 questions (the other was discussed in pairs on Wednesday).3. Hand back and go over Paper 1 mock exams.4. Paper 1 mock exam debrief and review.
April 19, 20171. Miss Kerry hands back Paper 2 mock. Go over Miss Kerry's comments and fix any mistakes or add any information Miss Kerry commented on.2. While we are editing our Paper 2s, we will meet with Miss Kerry individually to discuss our essays.3. Review content of the three novels.4. Fishbowl Discussion Format of Paper 2 practice utilizing the following Paper 2 questions.
Context – historical, cultural or social – can determine the meanings of a text. Discuss with reference to at least two of the works you have studied.
Literary works often show the conflicts and problems of a society. To what degree do you find this to be true in at least two of the works you have studied?
April 21, 2016
1. Paper 2 Practice!
2. Review of content of the three novels.
3. Share outlines from yesterday's class:
Fishbowl Discussion #3 - Paper 2:
Context – historical, cultural or social – can determine the meanings of a text. Discuss with reference to at least two of the works you have studied.
3. Create an outline for this question:Fishbowl Discussion #4 - Paper 2:
Literary works often show the conflicts and problems of a society. To what degree do you find this to be true in at least two of the works you have studied?
4. Review the following to help study for Paper 2:
March 22, 20171. Debrief mock: what went well and what do you feel like you need to work on (entry card).2. Discuss "Ask an Older Kid Panel" activity.3. Harm Reduction Role Play Wellness Workshop.
March 20, 2017Paper 1 Mock from 10:55a-12:55p
March 17, 20171. Today we will have our Healthy Relationships Workshop with Carolyn Herman.Homework:* Study your Paper 1 Outline in preparation for your Paper 1 Mock from 10:55a-12:55p on Monday.
March 15, 2017
1. This Friday we will have the Healthy Relationships Workshop with Carolyn Herman.
2. Your Paper 1 Mock will be on Monday, March 20th from 11am-1pm.
3. Write down remaining questions/concerns on the board regarding Paper 1. Miss Kerry will go over.4. Find the person who analyzed the same two texts as you on Monday. Discuss what you wrote and textual examples you used for each of the Big 5. Add any information to your outline that you feel as though you are missing.5. Now meet with a partner who analyzed two different texts from you. Share and discuss the texts you analyzed and the information and quotes/evidence in the texts you filled out in the outline.Homework:* continue studying for mock on Monday by studying this OUTLINE
March 13, 2017
1. Students share changes and updates to their outlines from Friday's class.
2. Students work individually with a new textual pairing (previous IB exams) and fill out the Paper 1 fill in outline guide.
Homework:
March 10, 2017
1. Meet with your partner to finalize your outlines.
2. Present your outline/format options to the class, explaining what you would discuss in your essay if you were to compare/contrast these two texts for your Paper 1 Exam.
Example: Miss Kerry's and Swans's Outline
March 6, 20171. Brainstorming on the white board - what do we KNOW about Paper 1 and what do we still WANT TO KNOW about Paper 1.
2. Read Paper 1 information below.
3. Check out Paper 1 HL Example, stimulus material, and examiner's comments here:https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=3&chapter=4
4. Paper 1 Samples - look through and discuss:
Preparing for paper 1
Paper 1 is one of two examination papers that are set and marked externally, and it counts for 25% of the total mark. This paper is designed to allow students to demonstrate their competency in textual analysis, and at HL that analysis must be comparative.
Paper 1 addresses each of the assessment objectives and the aims of the language A: language and literature course (as published in the subject guide, February 2011). Paper 1 depends heavily on all the skills shaped throughout the entire course. As such, it is imperative that teachers keep paper 1 in mind at all times and integrate into each section of the course the teaching of skills needed to analyse a variety of text types:
Paper 1—HL
At HL the students will be given two pairs of previously unseen texts and will be asked to choose one pair for comparative analysis. The pair could include two non-literary texts, or a literary text and a non-literary text, but will never include two literary texts. Each pair will be linked in some way that invites a discussion of similarities and differences. The link could be thematic, related to audience, to intent, genre features, or narrative stance. The students will be asked to compare the texts in the pair that they have chosen, citing the similarities and differences with regard to audience, purpose, content, contexts and the use of literary and linguistic devices.
The texts may be:
One of the pairs may include a visual text, with or without written text. Possible texts types are included in the subject guide. The students must construct a comparative analysis in which they comment on the similarities and differences between the two texts in a fashion that gives equal attention to both texts. Supportive examples from the two texts should be integrated into the response, and the examples should be clearly discussed in terms of the effects they produce. The response should be written in clear, accurate and effective language.
Writing skills
When preparing for paper 1, it is clear that writing skills will need to be developed over the two years of the course and that the shaping of an analytical argument will need to be practised. HL teachers will need to focus on the comparative essay as this is a type of essay that many students struggle to do well. There seem to be three possibilities in structuring the comparative essay:
Each style of comparative essay has its advantages and its drawbacks, and each student will need to select the style they feel most comfortable using. Teachers may want students to try the various approaches and see which one works best for them. Ultimately, the students must show understanding and analysis of each text in a manner that clearly critiques their similarities and differences and does so in a balanced fashion.
Textual analysis
Since paper 1 is open to a variety of text types, the skills of analysis can be built into any study unit. Oral activities can be an efficient way to incorporate a variety of approaches to textual analysis. Please note that many of the activities offered in the appendices of this document suggest routes by which critical thinking can be established and close study of various text types accomplished.
PAPER 1 FAQs
What part of the syllabus does paper 1 cover?
Since paper 1 is based on unseen texts, it is not based on any one part of the syllabus. The skills that students need in order to sit this paper need to be taught throughout the entirety of the course. The teaching of a variety of text types—helping students look closely at the individual aspects of the text and how they influence meaning, and exploring how reasonable assumptions regarding context might be made from various textual clues—is essential to success in this assessment.
Could the text types that appear in paper 1 be ones not studied in my class?
Yes, it is possible that the student may not have encountered the text type, or even types, offered in the paper. Therefore, it is extremely important that, as well as teaching students to analyse and produce a wide range of text types, teachers teach the skills of analysis in such a manner that students can apply them to any situation.
Could the text type be visual?
Yes, visual texts are to be expected. At SL the visual text will always include some written text as well. At HL one of the paired texts could be totally visual.
What elements of context might students be expected to observe?
Students should be able to determine purpose and intended audience and perhaps issues of time and place. Provenance for all texts will be given. Students should be able to spot ideological positions and forms of bias regarding topics such as gender, power, ethnicity. Elements that manipulate the reader (satire, persuasion, jargon) should be noted as well.
Will the paired texts at HL be linked?
Yes, the pairing will have some evident point of comparison such as the intended audience, the intent of the texts, a topic or thematic point, a narrative stance, features of a genre.
Will literary texts be used in paper 1?
Literary texts will not be used on the SL paper, but could form part of a pairing for HL.
What sort of text types could be found on the HL paper?
The HL paper could have any of the texts types offered above, as well as a variety of literary text types (poem, extract from play, novel or short story) or visual texts such as a press photograph or cartoon, to mention only a few.
When should my students begin practising for paper 1?
Practice for paper 1 will begin early in the course. Each time a new text type is introduced the students will need to learn how to analyse that text. This analysis is likely to come first through directed class discussion as the students begin to look closely at, say, a cartoon, an advertisement, a newspaper article, or listen to a speech. Debates are an excellent forum for engendering analysis and for establishing personal context. Students should then be asked to discuss their texts in writing, perhaps examining only one or two aspects at first and then gradually expanding into a more thorough analysis. Even in the first year HL students should begin to compare and contrast texts with regard to the structure, style and techniques that are employed to shape meaning.
How should I instruct my HL students to write a comparative essay?
Any format is acceptable and teachers may need to offer a variety of plans as one plan may not suit every student or every set of texts. However, students need to be aware that "comparative analysis" means an analysis of both similarities and differences and that the treatment of the two texts must be "balanced", meaning that the two texts receive equal treatment.
What is meant by "stylistic features" in criterion B of the assessment criteria?
Stylistic features include any techniques employed by writers or creators of texts. For example, a visual text may "foreground" a particular object, use contrast of lights and darks, position objects so as to move the eye in a particular way, or offer emotional appeal. Written texts may make use of literary devices, rhetorical devices, tone, techniques of persuasion, structures such as outlines or paragraphs, graphics, a variety of fonts. What is essential is that students not only note various stylistic features, but also explore their effects on the reader.
March 3, 2017Be sure to eat breakfast before the mock!1. 9:15am - Mock begins2. 11:25am - Mock endsExtended Lunch: 11:25-12:25pm
March 1, 20171. Chirripo Training: hill sprints and tabata workout.2. Study for Paper 2 Mock Exam on Friday.
February 27, 20171. Debrief mocky mocks from Paper 2.2. Miss Kerry hands back mocky mocks; students go over and ask questions about Miss Kerry's comments.3. Students add information, conclusions, etc. to their mocky mocks that they feel they are missing.4. Go over the Paper 2 rubric.4. Utilizing the Paper 2 rubric, assess yourself on your mocky mock.5. Answer any final Paper 2 questions before Friday's mock.6. Answer Chirripo questions.
February 24, 2017
Your Mock is scheduled for 9:15am on Friday, March 3rd.
1. Practice writing introductions and conclusions based on the outline mocks from Wednesday's class.
2. Let's write introductions (and a refresher on body paragraphs) with help from this outline.
3. Let's write conclusions with help from the conclusion explanation in this outline (Paper 2 Outline Activity).
4. Check out this website for effective transition words and phrases. Write down transition words you would like to utilize in your essay.
5. Break down of Paper 2 Essay exam:
10 minutes - read and choose a question
30 minutes - create a thesis, main points, and a general outline
70 minutes - write your essay
10 minutes - final edit/look over
6. Final Paper 2 questions/discussion.
February 25, 2016
1. Speed dating to discuss our chosen questions, books, theses, and main points from Wednesday's class.
2. Final questions/concerns/tips regarding Paper 2 mock
3. Tabata/Stretching workout
Homework:
February 22, 2017
1. Present outlines on Paper 2 Questions.
February 20, 2017
1. Rotate and discuss Paper 2 Context Handout with your peers to finish filling in yours.
2. Individually, read over the following 6 questions from a Pervious Paper 2 Exam. Go over each question as a class and pick apart what you could write about for each question.
3. Choose one question you would like to answer and fill out the Paper 2 Outline Activity based on what you would write for your essay.
Homework:
February 17, 2017
1. Go over Paper 2 requirements explanation written under February 10th class.
2. Go over Thematic Lens document from Monday's Class (Miss Kerry checks homework). Discuss, share and present.
3. To prepare for Paper 2, engage in Paper 2 Contexts Activity.
February 15, 2017
Guest Lecturer, Mark Dinning, on Microprocessing and College Admissions. (English Room: 1:50-3p)
February 10, 2017
1. Check out the following
2. Study our Paper 2 Organizer and add any additional information from MacBeth (in groups of 2-3).
3. Check out the sample for Paper 2:
4. Fill out
4. Paper 2 requires students to answer one of six questions in a way that reflects their own achievement of the learning outcomes for part 3 of the course (see the subject guide and “Syllabus requirements: Parts 1–4” in this document). They will be expected to discuss at least two of the texts studied in part 3, paying particular attention to the creation of meaning in those texts via:- literary devices
- historical context
- critical reception.
Students should also be aware that there is yet another way in which the meaning of the text is created—and it is literally in the room with them:- personal context.
Teachers should use the class time to reinforce these aspects of the particular texts. In this section we will look at each “skill set” individually, as well as focusing on ways in which all four may be combined in the classroom.Literary devices
Perhaps the most logical—or at least the most comfortable—place for teachers to start this preparation will be through the “traditional” study of literary devices employed by authors to create and convey meaning. This would involve the close reading of texts while paying attention to devices such as imagery, metaphor, symbolism, structure and diction. Students should be encouraged to connect the devices they see to the meaning that is created by those devices. Make sure that they understand that no device exists without a corresponding effect—if students name one, they must name the other. This “device–effect” link may seem simplistic at first, but it can actually yield exciting and revelatory results, especially if the students are accustomed to simply compiling a “laundry list” of poetic devices without ever being asked to describe the influence that those devices have on their understanding of the work.
- How does the recurrence of the “s” sound in “The Tide Rises, the Tide Falls” reinforce the meaning of Longfellow’s poem?
- How do humour and allusion work in “The History Teacher” to convey what Billy Collins truly means to get across to his reader in this deceptively humorous poem?
Historical contextThe meanings of a literary work may shift and change over time, but it is still important to examine that work in the light of the social and historical background against which it was created. A literature class is not meant to substitute for a history class, yet students must be trained to understand the importance of the time and place of a work’s production and publication. While exercises that focus on literary devices stress a close reading of a text with no real acknowledgment of the work’s historical setting, this is a chance to open up the exploratory possibilities of the classroom and allow students to incorporate their own historical knowledge and research into their construction of the meaning of a work.
Critical reception
One of the most esoteric ways of approaching textual analysis, at least to most students, will involve the examination of the critical reception of a work. This is where the teacher must play the most active role in the classroom, as students are not only unaccustomed to dealing with actual literary criticism and theory, but are also unaware of the very means by which this information can be found. Teachers are encouraged to make sure that critical theory is seen by the students as yet another “lens” through which a text can be viewed, and not as the “correct” reading in any way. In fact, one goal of the course is to allow students to understand the way in which a critical viewpoint is influenced by the historical and cultural context and that their own consideration of the work constitutes, in a way, yet another “criticism” of the text.
The classroom should not be a place where numerous and confusing critical theories are thrown about in an attempt to broaden the horizons of the students. Indeed, the teacher should try to minimize confusion by presenting, for the most part, established and accessible lines of critical inquiry. Students often respond well to writings based on:
- Marxist theory (in which economics and labour are brought to the forefront)
- feminist theory (in which readers pay close attention to the expectations and roles of males and females in a work)
- psychological theory (somewhat less credible—but still intriguing—in which the actions and motivations of characters are discussed from a psychoanalytic perspective).
Of course, each teacher should be free to introduce other ways in which critical theory may be used to open up a text based on the needs and abilities of the students in the class.Personal context
Every reader brings with him or her a set of values, beliefs and life experiences that shape the ways in which a text is interpreted or understood. Students must be taught to both value this particular way of seeing a work and to articulate this viewpoint in a useful and intelligent fashion.
Perhaps one of the best ways to approach this particular aspect of the course is to revisit texts that have already been discussed in the classroom, with a new emphasis on personal readings and the ways in which the meanings of the works may have been shaped differently, depending on the reader. This is a rich source of possibilities, as readers may bring their ideas on topics such as marriage, suicide, parental obligations and duties in society into their own readings of the text. Again, students must be taught to value these different readings, but also to understand where they fit in the overall process of “making meaning” and how important it is to be able to identify and articulate these particular interpretations of a work.
- How may readers’ differing opinions on morality—and the ways in which a “moral compass” can (or should) be passed on to children—shape the meaning of Sheenagh Pugh’s “The Beautiful Lie”?
- Is it possible that female readers of “Huswifery” may be seeing different themes or points of interest than their male counterparts?
Note: Activity 7, available in the appendices to this document (appendix 3), offers a way to bring the various analytical approaches together.Final thoughts on preparation
Though teachers are certainly free to work with any texts as they prepare for paper 2, it is essential that these kinds of exercises are done with the part 3 texts, ensuring full preparation for that part of the exam. However, teachers should not simply “teach to the test”; by focusing on the skills involved in this particular assessment, teachers can push students to be stronger and more critical thinkers and writers about all literature (these are also skills that come into play for the oral assessment of part 4 as well).
Ideally, preparation for paper 2 should be an organic part of the entire course, not restricted to a particular section of the course or to the literary texts studied for part 3. The strategies and approaches listed above can be incorporated into all four parts of the syllabus in one form or another—indeed, by the time the explicit preparation for paper 2 begins in class, these approaches may be standard procedure in the classroom.
Other methods of preparation for paper 2
As the exam approaches, there are other, less time-intensive ways in which a teacher can prepare students. These include, but are not limited to, the following.
February 8, 2017
1. MacBeth final Fishbowl Discussion.
2. Speed dating to share and finalize graphic organizers.
3. Fill out Paper 2 Study Guide for MacBeth in pairs.
February 6, 2017
1. Finish reading MacBeth
2. Finish filling out Graphic Organizers
3. Individually fill out the following MacBeth analysis document (make sure to copy the google doc to create your own).
Homework:* On Wednesday we will engage in a fishbowl discussion based on our MB analysis document
February 3, 2017
1. Finish watching: Act IV; Scenes 2 & 3: https://www.youtube.com/watch?v=HPXeYi44TNk
2. In three groups, write synopses of Act 4; Scenes 1, 2 & 3 (each group will be assigned one scene): write your synopsis on the board.
3. Read Act V: continue filling out and adding to your graphic organizer based on these new Acts.
4. "Out damned spot" section (Lady Macbeth losing her mind): https://www.youtube.com/watch?v=9dgbbtUbgcM
Homework:
February 1, 2017
1. Finish Warm Fuzzies Activity.
2. Act III Stations Reflections (10 minutes at each station): Please remember to only focus on Act III when answering the following prompts.
Station 1: Writing Prompt: Discuss the relationship between Macbeth and Banquo. Is it based on genuine respect and friendship at the beginning of the play? How is it affected by the prophecies of the witches? Does Banquo ever doubt Macbeth’s loyalty to his country, king, and fellow soldiers? What other factors contribute to their increasing distrust of one another? Find evidence in the text to support your answers.
Station 2: Writing Prompt: In this scene, Macbeth is discussing hiding his true self. This same idea is expressed several times in the play as wearing “masks.” Describe a time when you weren’t yourself. What was the result? Is there ever a situation where it’s good to be a little deceptive or hide your true self/intentions?
Station 3: Writing Prompt: Pick 1 character. Write a brief journal entry as (from the perspective of) your selected character(s). Try to incorporate at least one important line from the play. Describe an important event in Act III from the perspective of your character (E.g., reaction to actions of self, others, or situations).
3. Watch Act IV videos:
Act IV; Scene 1: https://www.youtube.com/watch?v=v6Ebfe90aeQ
Act IV; Scenes 2 & 3: https://www.youtube.com/watch?v=HPXeYi44TNk
Homework:
January 30, 2017
1. 2-3 more Warm Fuzzies.
2. Miss Kerry checks Act II Reflection questions as students discuss their answers in groups of 3. Discuss any questions/confusions
3. Act III; Scene 1 video: https://www.youtube.com/watch?v=1SPfUwavfbY
4. Listen to the rest of Act III; continue filling out graphic organizers (literary devices, character, conflict, and 3 way Venn Diagrams): https://www.youtube.com/watch?v=3poDyjzocLw
Homework:
January 27, 2017
1. 2-3 more Warm Fuzzy writings.
2. Read Act II up to line 44.
3. Watch part of Act II starting at line 45: https://www.youtube.com/watch?v=2Wf_EQz8nLY
4. Engage in Reflection questions from Act II:
1. List three reasons Macbeth considers for not killing Duncan?
2. What causes Macbeth to “see” a dagger?
3. What leads Macbeth to Duncan’s chamber to kill him?
4. What did Macbeth hear while he was killing Duncan?
5. Give at least two examples of unnatural things that occurred in nature the night of the murder (or the following morning).
6. Why do Duncan’s sons flee after he is murdered? What does it look like they are doing?
Homework:
January 25, 2017
1. Finish reporting out from Monday (Zelenia, Ariel, Josh).
2. Continue reading (listening to) Act I.
https://www.youtube.com/watch?v=pGBQsQoWvA0
3. Continue filling out the Literary Devices Chart as well as the 3-way Venn Diagram. Listen to first act aloud:
4. Also, hand out additional Graphic Organizers and assign conflicts and/or characters to each individual.
- Character Organization
- Conflict Dissection
4. Warm Fuzzy Activity during last 20 minutes of class (2-3 students)
January 23, 2017
1. Students present their findings from the introductary MacBeth readings. Peers take notes on the graphic organizer during each presentation.
2. Listen to first act aloud: https://www.youtube.com/watch?v=pGBQsQoWvA0
3. While listening, fill out the literary device graphic organizers (keep these graphic organizers; we will use them throughout the entire reading of the play) as we listen to the play/poem (remember it is both):
http://www.mcrc-online.ca/documents/buehl/goread.pdf
4. Also, pay attention to connections with Things Fall Apart and The Stranger (consider content, themes, characters, etc.). Fill out the Three-Way Venn Diagram to find connections, similarities, and differences amongst the three texts.
5. Warm Fuzzy Activity
January 20, 2017
We will begin MacBeth today!
1. Theme Opener Activity: define and describe the theme on your card. Define the concept, give examples that illustrate it, name some consequences associated with it. Present to the class; class guesses.
2. Divide up the introductory sections in MacBeth to jigsaw. Read your section, take notes on the important information (that can be used in our Paper 2) and present to the class.
3. When you finish Step #2, peruse and browse the following website to get a sense of MB's content, themes, symbols, etc.: http://www.pathguy.com/macbeth.htm
4. Warm Fuzzy Activity :)
Homework:
January 18, 2017
1. Engage in Mock Paper 2.
January 16, 2017
1. Finish your WT 2s and send to Miss Kerry for final edit and PDF to turn in to IB.
2. Paper 2 work! We will engage in a Paper 2 written exam on Wednesday. Take the rest of the class to prepare by engaging in the following steps.
3. Decide which question you would like to answer from last week's assignment: check out our Theses and Points document.
4. Remember to study your Paper 2 organizer in preparation for Paper 2.
5. Check out the sample for Paper 2:
6. Remember to utilize effective transition words and phrases in your essay.
7. Discuss how to effectively utilize your 120 minute exam time.
8. Read through this material: Preparing for paper 2
Paper 2 requires students to answer one of six questions in a way that reflects their own achievement of the learning outcomes for part 3 of the course (see the subject guide and “Syllabus requirements: Parts 1–4” in this document). They will be expected to discuss at least two of the texts studied in part 3, paying particular attention to the creation of meaning in those texts via:
- literary devices (Literary Terms website that could be helpful)
- historical context
- critical reception.
Students should also be aware that there is yet another way in which the meaning of the text is created—and it is literally in the room with them:- personal context.
Teachers should use the class time to reinforce these aspects of the particular texts. In this section we will look at each “skill set” individually, as well as focusing on ways in which all four may be combined in the classroom.Literary devices
Perhaps the most logical—or at least the most comfortable—place for teachers to start this preparation will be through the “traditional” study of literary devices employed by authors to create and convey meaning. This would involve the close reading of texts while paying attention to devices such as imagery, metaphor, symbolism, structure and diction. Students should be encouraged to connect the devices they see to the meaning that is created by those devices. Make sure that they understand that no device exists without a corresponding effect—if students name one, they must name the other. This “device–effect” link may seem simplistic at first, but it can actually yield exciting and revelatory results, especially if the students are accustomed to simply compiling a “laundry list” of poetic devices without ever being asked to describe the influence that those devices have on their understanding of the work.
- How does the recurrence of the “s” sound in “The Tide Rises, the Tide Falls” reinforce the meaning of Longfellow’s poem?
- How do humour and allusion work in “The History Teacher” to convey what Billy Collins truly means to get across to his reader in this deceptively humorous poem?
Historical contextThe meanings of a literary work may shift and change over time, but it is still important to examine that work in the light of the social and historical background against which it was created. A literature class is not meant to substitute for a history class, yet students must be trained to understand the importance of the time and place of a work’s production and publication. While exercises that focus on literary devices stress a close reading of a text with no real acknowledgment of the work’s historical setting, this is a chance to open up the exploratory possibilities of the classroom and allow students to incorporate their own historical knowledge and research into their construction of the meaning of a work.
Critical reception
One of the most esoteric ways of approaching textual analysis, at least to most students, will involve the examination of the critical reception of a work. This is where the teacher must play the most active role in the classroom, as students are not only unaccustomed to dealing with actual literary criticism and theory, but are also unaware of the very means by which this information can be found. Teachers are encouraged to make sure that critical theory is seen by the students as yet another “lens” through which a text can be viewed, and not as the “correct” reading in any way. In fact, one goal of the course is to allow students to understand the way in which a critical viewpoint is influenced by the historical and cultural context and that their own consideration of the work constitutes, in a way, yet another “criticism” of the text.
The classroom should not be a place where numerous and confusing critical theories are thrown about in an attempt to broaden the horizons of the students. Indeed, the teacher should try to minimize confusion by presenting, for the most part, established and accessible lines of critical inquiry. Students often respond well to writings based on:
- Marxist theory (in which economics and labour are brought to the forefront)
- feminist theory (in which readers pay close attention to the expectations and roles of males and females in a work)
- psychological theory (somewhat less credible—but still intriguing—in which the actions and motivations of characters are discussed from a psychoanalytic perspective).
Of course, each teacher should be free to introduce other ways in which critical theory may be used to open up a text based on the needs and abilities of the students in the class.Personal context
Every reader brings with him or her a set of values, beliefs and life experiences that shape the ways in which a text is interpreted or understood. Students must be taught to both value this particular way of seeing a work and to articulate this viewpoint in a useful and intelligent fashion.
Perhaps one of the best ways to approach this particular aspect of the course is to revisit texts that have already been discussed in the classroom, with a new emphasis on personal readings and the ways in which the meanings of the works may have been shaped differently, depending on the reader. This is a rich source of possibilities, as readers may bring their ideas on topics such as marriage, suicide, parental obligations and duties in society into their own readings of the text. Again, students must be taught to value these different readings, but also to understand where they fit in the overall process of “making meaning” and how important it is to be able to identify and articulate these particular interpretations of a work.
- How may readers’ differing opinions on morality—and the ways in which a “moral compass” can (or should) be passed on to children—shape the meaning of Sheenagh Pugh’s “The Beautiful Lie”?
- Is it possible that female readers of “Huswifery” may be seeing different themes or points of interest than their male counterparts?
Note: Activity 7, available in the appendices to this document (appendix 3), offers a way to bring the various analytical approaches together.Final thoughts on preparation
Though teachers are certainly free to work with any texts as they prepare for paper 2, it is essential that these kinds of exercises are done with the part 3 texts, ensuring full preparation for that part of the exam. However, teachers should not simply “teach to the test”; by focusing on the skills involved in this particular assessment, teachers can push students to be stronger and more critical thinkers and writers about all literature (these are also skills that come into play for the oral assessment of part 4 as well).
Ideally, preparation for paper 2 should be an organic part of the entire course, not restricted to a particular section of the course or to the literary texts studied for part 3. The strategies and approaches listed above can be incorporated into all four parts of the syllabus in one form or another—indeed, by the time the explicit preparation for paper 2 begins in class, these approaches may be standard procedure in the classroom.
Other methods of preparation for paper 2
As the exam approaches, there are other, less time-intensive ways in which a teacher can prepare students. These include, but are not limited to, the following.
- Create a workable and clear strategy that keeps students focused on the meaning of a text.
- Practise with sample questions, including discussions of which part 3 texts work best with each question (and which may be “unworkable”).
- Practise writing well-structured responses to paper 2 sample questions. Keep in mind the following issues.
- How can one incorporate personal response into a literary exploration?
- How can one strike a balance between all the possible ways of discussing how meaning is created in a work?
- How can a response that incorporates a discussion of numerous approaches to a text stay focused?
- These are crucial issues that need to be addressed in both a large group and on a one-to-one basis.
- Practise creating introductory paragraphs or outlines for potential essay questions, allowing for a discussion of text selection, focus and organization without sacrificing instructional time in favour of writing time.
Homework:January 13, 2017
1. Body Combat Workout with Amanda!2. Finish our WT 2s and send back to Miss Kerry ready to be turned in to a PDF and then turned in to IB.3. Work on your EEs.
January 11, 2017
1. Each pair will present his/her Paper 2 question, thesis, and main points. All students will take notes during this process and add comments/questions at the end of each presentation.
2. Edit your Written Task 2s and turn in the final draft to Miss Kerry.
3. On Friday, we will have a fitness class with Miss Erika's daughter Amanda! Bring your workout clothes!
January 9, 2016
1. In concentric circles, discuss The Stranger Essay question as a reflection on the novel. During each conversation with your partner, jot down some notes and ideas that the two of you share and reflect on.
2. Based on the work we did during the Stranger unit, fill out the Paper 2 Organizer with more information from the novel and its contextual information.
3. Paper 2 Activity: Look at sample questions from Paper 2 (see below) that might be used in an exam to write about both The Stranger and Things Fall Apart. You and your partner will receive one of these 6 questions: brainstorm a thesis and 3 or 4 main points points you could potentially write about for the essay question if you were to pick this question for your Paper 2 exam. Present to the class.
- Works of literature can illuminate ideas that might be otherwise unavailable to an audience. To what extent have you found this to be true in at least two works you have studied?
- Show how social values are represented in at least two of the literary works you have studied and discuss how these values might be interpreted of understood in different historical, cultural or social contexts.
- Why are literary works considered important? Identify and discuss some of the features that make at least two of the texts you have studied important.
- Ideas in works of literature can challenge or justify the thinking of the reader. Refer to at least two of the works of literature that you have studied and explain how and why this is so.
- Context – historical, cultural or social – can determine the meanings of a text. Discuss with reference to at least two of the works you have studied.
- Literary works often show the conflicts and problems of a society. To what degree do you find this to be true in at least two of the works you have studied?
Homework:January 6, 2017
1. Meet with Miss Kerry individually to show homework from The Stranger unit during the break, and discuss WT 2 next steps.
2. Students will engage in Stranger essay (see below) while meeting with Miss Kerry.
3. After finishing the essay, read the following assignment while waiting for all class members to finish:
Paper 2 Activity: Look at sample questions from Paper 2 (see below) that might be used in an exam to write about both The Stranger and Things Fall Apart. You and your partner will receive one of these 6 questions: brainstorm points you could potentially write about for the essay question if you were to pick this question for your Paper 2 exam. Present to the class.
- Works of literature can illuminate ideas that might be otherwise unavailable to an audience. To what extent have you found this to be true in at least two works you have studied?
- Show how social values are represented in at least two of the literary works you have studied and discuss how these values might be interpreted of understood in different historical, cultural or social contexts.
- Why are literary works considered important? Identify and discuss some of the features that make at least two of the texts you have studied important.
- Ideas in works of literature can challenge or justify the thinking of the reader. Refer to at least two of the works of literature that you have studied and explain how and why this is so.
- Context – historical, cultural or social – can determine the meanings of a text. Discuss with reference to at least two of the works you have studied.
- Literary works often show the conflicts and problems of a society. To what degree do you find this to be true in at least two of the works you have studied?
4. Once everyone is done with the Stranger essay, we will meet in groups to discuss our answers, as well as discuss the novel.5. Based on the work we did on the Stranger, fill out the Paper 2 Organizer with more information from the novel and its contextual information.
January 4, 2016
1. Check in on Stranger work from the break.
2. Create a plan moving forward with The Stranger and finishing our WT 2s.
Final Stranger activities:
1. Last chapter analysis: In your journals: describe Mersault's reaction to the chaplain and his ideas of religion. Why does Mersault react this way? He has not had an outburst the entire novel, so why would Camus have him react this way in the last chapter?
2. Final Stranger analysis of novel: in-class essay (written exam practice) on Friday. Check out The Stranger Essay Document and prepare in any way you see fit for Wednesday.
3. Paper 2 Activity: Look at sample questions from Paper 2 that might be used in an exam to write about both The Stranger and Things Fall Apart. You and your partner will receive one of these 6 questions: brainstorm points you could potentially write about for the essay question if you were to pick this question for your Paper 2 exam. Present to the class.
- Works of literature can illuminate ideas that might be otherwise unavailable to an audience. To what extent have you found this to be true in at least two works you have studied?
- Show how social values are represented in at least two of the literary works you have studied and discuss how these values might be interpreted of understood in different historical, cultural or social contexts.
- Why are literary works considered important? Identify and discuss some of the features that make at least two of the texts you have studied important.
- Ideas in works of literature can challenge or justify the thinking of the reader. Refer to at least two of the works of literature that you have studied and explain how and why this is so.
- Context – historical, cultural or social – can determine the meanings of a text. Discuss with reference to at least two of the works you have studied.
- Literary works often show the conflicts and problems of a society. To what degree do you find this to be true in at least two of the works you have studied?
Homework:December 28, 2016
1. Read chapters 3 & 4.
2. Read the analysis of chapters 3 & 4 from Sparknotes: http://www.sparknotes.com/lit/stranger/section6/page/2/
3. Now close your computers and in your own words, using your knowledge from the book and from reading Sparknotes, write your own analysis of chapters 3 & 4 using the following RAFTS guidelines:
R - role
A - audience
F - format
T - topic
S - strong verb
Your ROLE is you are a writer for a company similar to Sparknotes. Your AUDIENCE is students who are studying the novel The Stranger. Your FORMAT is analytical paragraphs. Your TOPIC is the analysis of chapters 3 & 4 from The Stranger, and your STRONG VERB is analyze and inform.
5. Read chapter 5 (finish novel).
Homework:
December 14, 2016
1. Class Discussion: discuss with each other on this google document the following questions:
- Describe Camus's writing style. How does his style lend itself to creating an existentialist protagonist?
- What are the important events in the chapters we have read thus far? How are they revealed to the reader? Why is this significant?
2. Read Chapter 6.
3. Engage in Chapter 6 Activity on Figurative Language using this hand out. Then share:
ch 6 stranger fig lang analysis.pages
4. Read Part II Chapters 1 & 2
5. Engage in the following activity on these chapters: find existentialist quotes from these two chapters (quotes that demonstrate Mersault's existentialist nature).
December 7, 2016
Read chapters 3-5. As or after you read, answer the following questions in a typed response.
November 30, 2016
1. Each person will report out on their section of the Satre essay. Takes notes as each person presents.
2. Read through the student guide for help with dissecting Satre's essay.
3. Chalk Talk discussion on the board about the essay.4. Hand out novels and start reading The Stranger aloud (read chapters 1&2). A s we read, fill out the following Chapter 1 & 2 Analysis Sheet.
November 28, 2016
1. Read Camus's Myth of Sysophis: http://dbanach.com/sisyphus.htm
2. Read Myth of Sysophis guided analysis.
(http://www.bachelorandmaster.com/creationofknowledge/myth-of-sisyphus.html)
3. Journal Entry: What is Camus's message in the Myth of Sysophis? Why did he write it? What is his purpose?
Homework:
- Read Satre's Existentialism is a Humanism with guided analysis (jigsaw).
https://www.marxists.org/reference/archive/sartre/works/exist/sartre.htmNovember 23, 2016
1. 20 minutes to finalize your visuals and discuss who will present what.
2. Present visuals, take notes, and fill in the Paper 2 Study Guide as we listen and present.
3. WT 2 check ins.
November 21, 2016
1. Remember the goals of Part 3 of our course:
- Consider the changing historical, cultural and social contexts in which particular texts are written and received.
- Demonstrate how the formal elements of the text, genre and structure can not only be seen to influence meaning but can also be influenced by context.
- Understand the attitudes and values expressed by literary texts and their impact on readers.
2. Trimester 2 Goals:- Practice a lot for Papers 1 & 2
- Read, study, analyze The Stranger and MacBeth (in relationship to each other and to Things Fall Apart)
3. While students do the following, Miss Kerry will check in and meet with students on WT 2:In 3 groups, research your website and the links within the website.
Your goal is to find the following based on your websites and links:
- historical context in which The Stranger was written and received by its audience
- cultural context in which The Stranger was written and received by its audience
- social context in which The Stranger was written and received by its audience
- biographical analysis of Camus
Group 1: Josh, Ariel, Sofia, Swanhttp://ipl.org/div/litcrit/bin/litcrit.out.pl?au=cam-264
Group 2: Keivan, Zelenia, Conrad
http://www.sccs.swarthmore.edu/users/00/pwillen1/lit/indexa.htm
Group 3: Cloe, Denis, Josue
http://partners.nytimes.com/books/97/12/14/home/camus.html
Record your research and be prepared to share with the class via a visual on Wednesday.
Homework for Wednesday:
November 18, 2016
1. Students have a few minutes to finish outlines with their partners.
2. Each pair shares their outline and explains why they have structured their outline in the way they have.
3. Discuss/break down 2 hour time period for Paper 2 exam.
4. Paper 2 Break-down:
5-10 mins - Dissect and choose question
15-20 mins - Thesis/Points
70-75 mins - Essay
10-15 mins - Revise/Edit
November 16, 2016
1. Go over Paper 2 Outline.2. Go over sample Paper 2 exam : read student essay with a partner and make sure they have the necessary components according to the outline. Share comments. As you read, mark up the essay with OBSERVATIONS and QUESTIONS.3. Read over the examiner's comments in comparison to you and your partners' thoughts and discuss.4. Sample Paper 2 stimulus material: in groups of 2, create an outline/organization/plan to write the essay.
Answer one essay question only. You must base your answer on at least two of the Part 3 works you have studied (so far we have only studied TFA, so base it on that while thinking about how you could possibly incorporate in The Stranger and/or MacBeth). Answers which are not based on a discussion of at least two Part 3 works will not score high marks. Your answer should address the ways in which language and context contribute to your reading of each work.
1. Time of day or time of year are often presented by a writer in such a way as to support ideas in the work, to develop character or to establish mood, atmosphere, etc. In what ways is time used effectively in at least two works you have studied?
2. “Working together” or “standing on your own two feet” – how do either or both of these ways of behaving reflect the cultural contexts of at least twoworks you have studied?
3. Writing is both an art and a craft, where form and content are carefully constructed and language and style artistically embellish the whole. Discuss in what ways at least two works you have studied effectively combine both art and craft.
4. A work can be critically acclaimed in one culture and be banned in another. Discuss how at least two works you have studied might lend themselves to various receptions.
5. What is the significance of “the getting of money” in at least two works you have studied, and how is it represented?
6. Tension is often created between “new” and “old”. To what effect do writers make use of such tension in at least two works you have studied?
5. Each group will present their plan to organize and write their essay. Debrief with whole group.
November 14, 2016
1. Self edit your WT 2 using the following document: Self and Peer Editing Guide.
2. Check out the following WT 2 samples on the on the OCC
3. Peer edit your WT 2 using the same document.
While peer editing, focus on:
- Question you are focusing on is clear
- Question is clearly answered
- Word choice works well - formal, appropriate, variety of language, etc.
- Grammar, spelling, punctuation are correct
- Organization flows and makes sense (follows 3 paragraph essay format with intro, thesis, points, and conclusion)
- Outline - all components of outline are present
- Works Cited page is correctly formatted
- In-text citations are correct
- Analysis of evidence and main points are clear and relates back to the thesis
4. Make any changes necessary in your WT 2.Homework:
November 11, 2016
Miss Kerry will be interviewing you for the Don Ruetz/North Campus Origins Video today.
1. Work on your WT 2s while Miss Kerry conducts interviews.
Homework:
November 9, 2016
1. Engage in North Campus/Don Reutz Reflection and Gratitude Activity. Filming will take place in class on Friday.
2. Check out Works Cited and MLA Format information: MLA Format & Checklist and also check out the MLA Works Cited Overview.
Homework:
November 7, 2016
1. Work on the following while Miss Kerry meets with each of you to go over your outlines:- In pairs, share simile answers (and update any of yours accordingly)- Individually, answer the following reflection questions found in this link to the TFA ch. 23-25 Response Questions (just complete the Response Questions, not the Homework Question)2. Work on your WT 2 after you have your outline approved.Homework:* Continue working on WT 2 (due November 18). See specific next steps below:
November 4, 2016
Your sub will be Miss Kenia today! Please work on the following:
1. Your TFA simile worksheet.
2. Steps for your Written Task 2:
Steps
In order to complete this task you must:
- Choose the question you will answer. (November 2)
- Think carefully about the angle you will take – your focus needs to be narrow and specific. (November 2)
- Go through the novel and find textual evidence to support your argument, and analyse this. (November 2-4)
- Use the notes you have taken to create an outline. (November 4-6)
The outline must include:- the prescribed question that has been chosen
- the title of the text(s) that will be analysed
- the part of the course to which the task refers
- three or four key points that explain the particular focus of the taskReceive feedback on your outline from Miss Kerry. (November 7)
3. Finish reading the novel.Homework for Monday:
November 2, 2016 and November 4, 2016(Miss Kerry will be out on Friday and Miss Kenia will be your sub.)1. Chapter 18 and 19 Reflections. Open your novels and think about Questions/Observations/Predictions you have after reading these two chapters. Share on the board (3 columns).2. Read chapter 20 and engage in the following activity - turn and talk to your neighbor and answer the following Questions from Chapter 20:3. Please read the next steps for WT 2 that we will work on today and Friday.
StepsIn order to complete this task you must:
- Choose the question you will answer. (November 2)
- Think carefully about the angle you will take – your focus needs to be narrow and specific. (November 2)
- Go through the novel and find textual evidence to support your argument, and analyse this. (November 2-4)
- Use the notes you have taken to create an outline. (November 4-6)
- Receive feedback on your outline from Miss Kerry. (November 7)
4. Similes in TFA worksheet.5. Finish reading the novel.
Homework:
- Similes worksheet is due Monday
- Finish the novel for Monday
- Outlines are due on Monday
The outline must include:October 31, 2016
1. Small group (2-3 people) read aloud:
Continue reading chapters 15 and 16, and answer the following questions as you read:Chapter 15 - in Abame
What is the Albino on an iron horse?
What did they do to the white man?
What did the Oracle say?
What does "talk through his nose" mean?
What did the white men eventually do in Abame? During market?
What is the foreshadowing at the end of this chapter?
Chapter 16 - 2 years later, Umuofia:
Church, many converts, evangelists
Who were the converts? Why did they convert?
Who did Obierika see? What did Nwoye say about Okonkwo?
What did the Missionaries tell the Ibo people about their gods vs. the Christian god?
What did Nwoye like about Christianity and the Missionaries?
2. Written Task 2 Check-in: in same groups, check out the WT 2 project sheet and discuss which questions each of you are interested in answering for the Written Task and why.
3. Read chapter 17 and answer the questions below as you read: Chapter 17 Mbanta:
Where did the Ibo let the Missionaries build their church? Why?
Why did Nneke join?
What did Nwoye do when Okonkwo threatened to kill him?
What is Okonkwo analyzing about as he looks into the fire?
Homework:
October 27, 2016
1. 20 minutes to complete the chapter 11-13 activity from Wednesday.
2. In groups based on the theme you wrote about, debrief and discuss, writing and illustrating the highlighted points from your homework on your group's brainstorming visual.
3. Share visuals, and add information to the Paper 2 study guide .
4. Go over and begin Written Task 2 on Things Fall Apart.
Homework:
October 26, 20161. Debrief Ted Talk from yesterday (discuss notes as answers to questions and notes as whole group).
2. Read and act out chapter 10 together.
3. Answer the following question (typed or hand written) as a response to Chapter 10:
The villagers believe--or pretend to believe--that the "Supreme Court" of the nine egwugwu are ancestral spirits. In fact, they are men of the village in disguise. What does this say about the nature of justice in general, and in this village in particular?
4. Continue reading chapters 11-13 and pick one of the following themes to write about and reflect on as you read or after you read these chapters. Use specific examples from the chapters to demonstrate your answer:
October 24, 2016
1. Brainstorming web answers from Ch. 8 question on the board.
2. Building on this, let's focus on Gender Roles in TFA:
Individually, find two quotes that demonstrate women's lack of power and two quotes that demonstrate women's hidden/discreet power in the novel. Share with the class by stating aloud. Add to the Paper 2 Study Guide.
3. Watch the following Ted Talk entitled The Danger of a Single Story by Adichie. As we watch, answer the following questions:
- What is this author's purpose?
- How does this Ted Talk connect to our reading of TFA?
- What insight can we gain from this Ted Talk on social and cultural context in TFA?
4. Small group discussion of Ted Talk.Homework:
October 21, 2016
1. Homework Discussion: Discuss your answers to Ch 5-7 with a partner and then, as a pair, write key words and phrases that summarize your answers in the column chart on the white board. Discuss and debrief as whole class.
2. Proverb Activity: Students find proverbs from the novel, write on the chart, and then analyze utilizing sticky tabs with the headings - "observations", "questions", and "predictions" about the novel and the Ibo culture/society based on the proverbs.
3. Chapter 8; Write, Pair, Share:
Of Ezinma, Okonkwo thinks: "She should have been a boy" (p. 64). Why is it necessary to the story that Okonkwo's most favored child be a girl?
4. FOA Reflections are due today; share with Miss Kerry.
October 19, 2016
1. Share chapter 1-4 questions in speed dating, concentric circles format (Miss Kerry checks/listens to answers).
2. Each student presents his/her section on the Chinua Achebe website (square that you picked), and information you filled in on the group document. While as a class we look at the shared google doc (Paper 2 study guide ).
3. Read chapters 5-7 and answer the questions as you read (typed or hand written):
Chapter Five
What is Okonkwo's attitude toward feasts? Note that it is women who are chiefly responsible for decorating the houses. In many African cultures they are also the chief domestic architects, and the mud walls are shaped by them into pleasing patterns. Guns were brought into Sub-Saharan Africa early on by Muslim merchants, but would have been fairly unusual. Briefly summarize the story of Ikwefi. What kind of a woman is she? What do you think is the significance of women having to sit with their legs together?
Chapter Six
This chapter introduces a much-discussed aspect of Ibo belief. As in most pre-modern cultures, the majority of children died in early childhood. If a series of such deaths took place in a family it was believed that the same wicked spirit was being born and dying over and over again, spitefully grieving its parents. They tended to be apprehensive about new children until they seemed to be likely to survive, thus proving themselves not to be feared ogbanje. What roles does Chielo play in the village?
Chapter Seven
How has Nwoye begun to "act like a man"? What values does Okonkwo associate with manliness? How does Nwoye relate to these values? "Foo-foo" is pounded yam, the traditional staple of the Ibo diet. How does the village react to the coming of the locusts? Achebe is doubtless stressing the contrast with other cultures here, familiar to African readers from the Bible, in which locusts are invariably a terrible plague. Why is Okonkwo asked not to take part in the killing of Ikemefuna? Why do you suppose they have decided to kill the boy? Why do you think Achebe does not translate the song that Ikemefuna remembers as he walks along? A matchet is a large knife (Spanish machete). Why does Okonkwo act as he does?
Most traditional cultures have considered twins magical or cursed. Twins are in fact unusually common among the Ibo, and some subgroups value them highly. However, the people of Umuofia do not. Note how the introduction of this bit of knowledge is introduced on the heels of Ikemefuna's death. Nwoye serves as a point of view character to criticize some of the more negative aspects of Umuofia culture. This incident will have a powerful influence on his reaction to changes in the culture later.
October 14, 2016
Check out this year's Nobel Prize for Literature winner.
1. Continue reading chapters 1-3, and read chapter 4.
2. Answer the following questions in your journals based on the first 4 chapters (as you read or after you read):
- What do you think of Okonkwo so far? Explain and give reasons for your thoughts.
- Okonkwo’s life is ruled by fear of his own failure and weakness. In what ways do you think these fears affect Okonkwo’s life?
- Chi is one’s “other identity in spiritland”. Consider yourself; could (or does) the concept of chi influence your life? How?
- What are some examples of foreshadowing that you see in these chapters? Cite examples that indicate this literary technique.
- Consider the following in regards to Okonkwo and respond:
- His feelings towards his father
- His feelings about his children
- His ambitions
3. Each student will research one square on this website on Chinua Achebe. Fill in the information on our Paper 2 study guide , and report out to the class. (You can also check out the Paper 2 Study Guide for the 2016 Generation for assistance).Homework:
October 12, 2016
1. Your FOA Reflections (see criteria below) are due Friday.
2. Swan, Sofia, Cloe and Denis need to send me the PDF of their WT 1 (this is also due Friday).
3. Start next section of course: Section 3: Literature Texts and Contexts.
Topics in Section 3:
- historical, cultural, and social contexts of a text
- formal elements of a text
- working with texts in translation
- Assessments: Paper 2 and WT 2
4. Read, annotate, and analyze Introduction to Texts and Contexts (documents from the text book). As we read, highlight and take notes on important information and circle any vocabulary words you do not understand.5. Go over Things Fall Apart Introduction and questions.
6. Start reading novel together (chapters 1-3).
Homework:
October 10, 2016
1. Final FOA presentations!
2. This week, be sure to finish your FOA reflection (due Friday) and fix up your WT 1 and send to Miss Kerry (also due Friday)
October 7, 2016
Final FOA presentations!
1. Fix up your WT 1s and send final PDF to Miss Kerry
2. Start on your FOA Reflections; these will be due in one week (next Friday).
FOA REFLECTION
In addition to delivering your FOA, each person is required to write a 300-400 word reflection on the presentation, in which you comment on your performance and the progress you made in achieving the aims of the further oral activity. You will write this after completing your FOA. Your reflection should identify:
October 5, 20161. Final round of first draft FOA presentations.Homework:* All groups should be ready to present their final on Friday
October 3, 2016
1. FOA First Round of Presentations (run-throughs)
2. While students present, peers and Miss Kerry provide feedback with It Was Effective When... and Next Time Try...
September 30, 2016
1. Time to work on and fix up WT 1s.
2. Time to prepare for Monday's first round of FOAs. (Rony and Keivan will present their final FOA on Monday.)
September 28, 2016
1. Final approval of your FOA proposals (if not completed on Monday).
2. FOA practice and script writing.
3. First round of FOAs will be Friday and Monday.
4. WT 1 revisions.
September 26, 2016
1. Complete your FOA proposals.
2. Miss Kerry approves your FOA proposals.
3. Continue working on your FOAs.
4. Meet with Miss Kerry about your WT 1.
September 23, 2016
1. In your groups, report out on your articles that you analyzed for homework; Miss Kerry checks Big 5 Analysis Sheet.
2. Begin Further Oral Activity: go over the project sheet.
3. Choose your groups (if applicable), topics, texts, sources, etc. and fill out the Proposal Form. Be sure to make your own google document...you can copy and paste this one and then save it with your name in the title.
4. Meet with Miss Kerry to get proposal form checked off.
5. Meet with Miss Kerry to discuss WT 1.
September 21, 2015
1. In pairs, discuss and debrief two stations that you both analyzed while Miss Kerry checks homework.
2. FOA refresher (starting FOA for Lang and Mass Communication):
https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=3&chapter=14
https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=4&chapter=6
3. In two mixed groups (by choice), read the articles/blogs that focus on either gender or ethnic stereotype. Take notes on the claims, points, and evidence that are made and focused on in the article. Be prepared to present your information to the rest of the class. You will fill out a Big 5 Analysis Sheet as you read:
Ethnic Stereotypes in the Media:
http://www.americanprogress.org/issues/race/news/2013/03/05/55599/the-medias-stereotypical-portrayals-of-race/
http://stereotypebyinternet.wordpress.com/category/ethnic-stereotypes/
Gender Stereotypes in the Media:
http://www.gsdrc.org/go/topic-guides/gender/gender-and-media
http://www.huffingtonpost.com/lori-day/the-medias-shameless-role_b_3806548.html
Homework:
September 19, 2016
1. Debrief your speeches in small groups (2-3 people):
What is the content and context of your speech?
How did you choose your speech?
Which categories were challenging to analyze? Give an example of something you analyzed that was challenging.
Which categories were not as challenging to analyze? Why? Give an example of something you analyzed that you would not consider challenging.
2. Let's analyze station 4 together as a group, and we will then continue with the others individually (this guide).
Station 1: Cartoon/Comic:
http://thebaochi.files.wordpress.com/2011/10/cartoon.jpg
Station 2: Political Cartoon
http://moodyeyeview.files.wordpress.com/2012/01/political_card_tricks.jpg
Station 3: Advertisement (if you cannot open it, google: "Aquafresh; teeth so white they can't dance.):
http://i.imgur.com/8Ppzgs2.jpg
Station 4: Editorial Column:
http://www.nytimes.com/2014/09/07/opinion/sunday/nicholas-kristof-when-whites-just-dont-get-it-part-2.html
Station 5: Blog:
http://www.chicagoreporter.com/crime-coverage-media-perpetuates-racial-stereotypes#.VCw1eyldWDE
Homework:
September 16, 2016
During work time, Miss Kerry will meet with some of you about your WT 1s.
1. Speech answers are due today. Take out speech answers and discuss answers in pairs. Then rotate to discuss with another partner.
2. Using EBSCO, find a speech of your choice to analyze. Each class member should choose a different speech. The speech can be from a political figure, literary character, athlete, musician, writer, historian, etc. The speech can be about any topic you wish.
Step 1: Read your speech.
Step 2: Analyze your speech for each of the following: make notes and describe each category below in your journals or on your computers. Use textual quotes and evidence in each category:
. audience
. purpose
. type of speech
. theme
. content
. tone
. mood
. images
. stylistic devices
. structure
. literary terms
Step 3: After thoroughly filling out the categories above, share your speech and your findings in small groups of 3 or 4.
4. Pick ONE of the stations below to analyze in class today using this guide (we will analyze the others tomorrow in class):
Station 1: Cartoon/Comic:
http://thebaochi.files.wordpress.com/2011/10/cartoon.jpg
Station 2: Political Cartoon
http://moodyeyeview.files.wordpress.com/2012/01/political_card_tricks.jpg
Station 3: Advertisement (if you cannot open it, google: "Aquafresh; teeth so white they can't dance.):
http://i.imgur.com/8Ppzgs2.jpg
Station 4: Editorial Column:
http://www.nytimes.com/2014/09/07/opinion/sunday/nicholas-kristof-when-whites-just-dont-get-it-part-2.html
Station 5: Blog:
http://www.chicagoreporter.com/crime-coverage-media-perpetuates-racial-stereotypes#.VCw1eyldWDE
Homework:
September 14, 2016
1. Speed Dating Discussion of answers and notes from the stations on Monday.
2. Each pair will report out and share their EBSCO media or pop culture media forms (one that demonstrates racial stereotyping and the other that breaks it down) from Monday's class. Be sure to explain the following (write on board):
- purpose of this media form
- intended audience of the media form
- why the producer/creator would want to portray an ethnic stereotype, or would want to break down an ethnic stereotype.
3. Now we are going to look more closely at a specific form of media: SPEECH. Begin by reading and taking notes on this document on various forms of speeches. Basic Types of Speeches4. When reading speeches, we focus on and consider:
- how the language used in speeches is meant to influence and persuade the audience
- how the specific language used is meant to create an emotional response in the audience and through this response a desired effect
- analyzing various structures and types of speeches as well as identifying literary and stylistic devices in order to determine their functions within the speeches
- how future readers feel the same emotional connections to the speech, and the speech may have the same effect as was originally intended, even though it was written in a different time period
- how context has an influence on how a speech is received by a reader (and how that may or may not change...the speech being delivered in a particular place at a specific time could have more impact on an certain audience).
- the various roles of theme/content, tone/mood, images, and structure in analyzing and comparing speeches
5. Now we will read our speech written in 1851 by a black woman named Sojourner Truth entitled “Ain’t I A Woman” that deals with both gender and race issues.Contextual background: American civil rights movement—this speech was delivered in 1851 at the Women’s Convention in Akron, Ohio.
6. Read the speech: __http://www.fordham.edu/halsall/mod/sojtruth-woman.asp__
7. Respond to the speech by answering the following questions in your journals, or you may type your answers on the computer:
Key questions
- For what audience is the speech intended? How does the writer involve the audience?
- For what purpose is the speech intended? How does the writer inform the audience?
- What are the variations in the tone/mood of the speech? What examples of diction can you identify to support your answer?
- What language is used to persuade or create an emotional response in the audience? What effect does the language have?
- What literary and stylistic devices do you see in the speech? Give specific examples.
- Are there particular lines of the speech you do not understand? Why or why not? If so, which ones?
- Are there particular lines of the speech that you had a strong reaction to? Which ones? Why?
- What is the historical context that motivated the speaker’s purpose?
- What does the audience think the purpose is and how might this change how you interpret the speech?
Consider the audience of the time in which it was written and also you as the audience today.
Homework:September 12, 2016
Miss Kerry will meet with you individually on your Written Tasks while we work on the following stations activity:
1. STATION: Read the following articles on ethnicity stereotypes in the media (one at each station), and follow the directions below.
Station 1:
Read the article: http://www.medialit.org/reading-room/does-tv-shape-ethnic-images
As you read, make a T-Chart in your journals. On one side, take notes on "A-has/Comments - !" and on the other side, take notes on "Questions/Confusions - ?".
Station 2:
Read the article:
http://www.npr.org/blogs/goatsandsoda/2014/08/28/343791201/homer-simpsons-visit-to-bangalore-makes-us-go-doh
Answer the questions in your journals: Why would the Simpson creators produce this episode knowingly portraying ethnic stereotypes? What purpose does it serve and what affect does it have on its audience?
Station 3:
Read the article:
http://www.npr.org/blogs/codeswitch/2014/08/28/343677207/controversy-over-sof-a-vergara-obscures-an-industrys-failings
Answer the questions in your journals: Why would the public be outraged by Vergara’s act that portrayed her stereotypical latina role on the show? What is your opinion of her actions and why?
2. Speed Dating Discussion of answers and notes from the stations.
3. In pairs, find two forms of media or examples of pop culture: one that portrays a stereotype of a certain ethnicity and one that disassembles/breaks the stereotype of a certain ethnicity. (What kinds of Media or Pop Culture Media forms can we use?) Utilize EBSCO to help you.
4. Each pair presents the purpose and audience of your media forms. Additionally, each pair explains why the producer/creator would want to portray an ethnic stereotype, or would want to break down an ethnic stereotype.
Homework:
September 9, 2016
1. We will finish fixing up and peer editing our Written Tasks today.
2. Share your final draft with me via google drive.
September 7, 2016
1. How do stereotypes form Brainstorming Bubbles on the board. Sit in semi-circle around the board and discuss.
2. We will work on fixing up one of your Written Task 1s. To help you with this, please consult the following guide: https://docs.google.com/document/d/1KADTTUEOGIg10n3y-j5P96HsA3q8RM2W_UttVHyxnww/edit?usp=sharing
3. Fix up and edit your essay, taking notes from this guide and consulting Miss Kerry if necessary.
4. Once you have completed this, exchange your essay with a peer and have a peer look it over and give you feedback.
5. Send your final draft to misskerry@lapazschool.org
Homework:
September 5, 2016
1. Spark - check out this Facebook post and discuss with a partner your thoughts.
https://www.facebook.com/photo.php?fbid=10209018339469017&set=a.1733503330739.100535.1033220927&type=3&theater
2. Share homework (examples of media that either promote or demote the gender stereotype and consequentially the gender spectrum). Stand and Deliver.
3. Ethnicity/Stereotype Activity - each of you will be given an ethnic group; write down stereotypes that you have heard or that you believe to exist for this group. Share the stereotypes and the rest of us will guess which ethnic group you have picked.
4. So, how do stereotypes evolve anyway? Read and take notes on the following article using our Article Notetaking Guide: http://www.psmag.com/books-and-culture/knowledge-process-information-scotland-stereotypes-take-shape-86697
5. Go over previous WT 1s. Pick which WT 1 you would like to fix up and turn in to IB. We will spend Wednesday's class working on these and your next drafts of these will be due on Monday.
Homework:
September 2, 2016
1. Whip debrief from Gender Identity Survey.
Consider and check out the following resources:
- http://itspronouncedmetrosexual.com/wp-content/uploads/2012/01/1600-Genderbread-Person.jpg
- http://www.theguardian.com/world/2013/aug/18/germany-first-country-register-birth-undetermined-sex
2. In a hand written journal entry, answer the follow question (use these sources above to help you articulate your answer): How does popular culture + media promote or demote this gender spectrum that we are all on? (If it promotes the spectrum, it demotes the stereotypes and vice versa.)3. With a partner, discuss your answers to this question. Then, make a list of as many examples of popular culture and/or media as you can think of that promote gender stereotyping (subsequently demoting the concept of the gender spectrum. Share/compare lists.
4. Using EBSCO (mini-lesson with EBSCO; go over the following):
- explora - secondary school (student research center only until december)
- EBSCOhost - teacher profile - IB students can use this with their monografias
- you can change your lexile range for your level of english/spanish comprehension
- you can click on add to folder and it will save your article
- you can click on SEND and send the article to yourself or your students
- each student can create his/her own account/profile to save his/her articles - we are going to do this the first week in English class
- you can listen to any article WITH DIFFERENT ACCENTS
- you can take notes
- you can put it into a citation format for your bibliography/works cited page; you can send this to yourself
- different ways to VIEW it
- how to search - might need to put specific topics in quotes "golden rice"
- can also do advanced searches
- can look at the history of your searches
- tutorials section on the website if you need help
- can get the app for you phone/android
5. Using EBSCO, find an example of media and/or popular culture (letter, speech, advertisement, news article, website, blog, video, tv shows, movies, social media, book, etc.) that either promotes the gender stereotypes and therefore demotes the concept of the gender spectrum of fitting into a box OR that promotes the concept of the gender spectrum and therefore demotes gender stereotypes. Answer the following questions and be prepared to share on Monday:1. What form of media is used?
2. How does the media portray gender?
3. What is the purpose of the media?
4. Who is the intended audience?
5. What are the key words/terms used in the media?
Homework:
August 31, 2016
1. Go over IB Language and Literature Syllabus, focusing on Year 2.
2. Miss Kerry checks homework; Notetaking Document filled out and ready for discussion.
3. Focus on Fixing up two Discussion Questions. Mini-lesson on How to Write a Solid Discussion Question in order to prepare for our Socratic Seminar. We will review this document to help us carefully construct higher level thinking discussion questions. http://blog.adambabcock.com/wp-content/uploads/2013/03/Costa-House-Levels-of-Questions.pdf)
4. Fix up or write new Discussion Questions about the article you read based on above handout. Be sure your questions provoke deep discussion about the articles that we read and annotated for today.
5. Socratic Seminar Rules:
- "3 Before Me"
- Use Textual Examples to illustrate your point
- Build upon what others have said
6. Engage in Socratic Seminar on the Popular Culture articles using your Note-taking Sheets, your Discussion Questions, and your Socratic Seminar rules. (We will observe each other's discussions. While you are listening, take notes on main ideas and concepts that you hear in the discussion.)
7. Complete Gender Identity Survey (sent to your e-mail) and answer the following question handwritten in your journals
8. Reflection (and be prepared to discuss): How does filling out a survey like this make you feel? Why?
Homework:
August 29, 2016
1. Find your Bilingual Pair (icebreaker activity). Find the partner whose word matches your word. Discuss why the words go together and what the phrase means.
2. Think, Pair, Share Spark Activity using quote: read the quote below and, with your partner, write a one sentence response that explains how this quote might be true/accurate.
The media's the most powerful entity on earth. They have the power to make the innocent guilty and to make the guilty innocent, and that's power. Because they control the minds of the masses.
Malcolm X
3. In a whip, share your one sentence response.
4. Go over IB Language and Literature Syllabus, focusing on Year 2.
5. Individual Journal Freewrite:
What is popular culture? Who determines what is popular and original and what can be classified as “pop culture"? What is the connection between popular culture and media/social media? Discuss with a partner.
6. Read/annotate the following articles to help you answer the essential question above. Use this Article Notetaking Document to help you organize your thoughts as you read your assigned article.
Article 1 - "It's Not Just the Venom, It's the Division..."
Conrad, Rony, Josh, Cloe, Denis, Keivan
http://search.ebscohost.com/login.aspx?direct=true&db=cmh&AN=2W62669691107
Article 2 - "Virtuous Woman or Raunchy Sexpot?"
Ariel, Josue, Zelenia, Swan, Sofia
Homework: